Social Validity Research Articles

Online dating apps and the association with emotional reactions: A survey on the motivations, compulsive use, and subjective online success of Chinese young adults in online dating

Dating applications, such as Momo, have become trendy among the young population in China. While there have been some studies on online dating applications, limited research has explored the association between these applications and adolescents’ mental health, and how they are related. This study investigates the motivations behind Chinese youth using online dating applications, the relationship between motivations and compulsive use, and their associations with subjective online success and mental health. Specifically, this study surveyed from February 2022 to March 2022, involving 451 young Chinese adults aged 18 to 35 (mean age = 25.17 years, SD = 4.25, and the biological sex distribution was 49.45% male and 50.55% female). The results indicate that motivations, including social approval, relationship seeking, sexual experiences, and socializing, were associated with adolescents’ compulsive use of online dating apps. The compulsive use of online dating apps was associated with higher reports of feelings such as joviality, sadness, and anxiety. Furthermore, the association between compulsive use and young adults’ mental health appeared to be mediated by subjective online success. The findings of this study provide a better understanding of the behavior and consequences of using online dating apps within the youth population.

Trend Conformity Behavior of Luxury Fashion Products for Chinese Consumers in the Social Media Age: Drivers and Underlying Mechanisms.

When a bandwagon consumption trend of luxury fashion products appears, potential consumers tend to conform to the trend. The conformity behavior is enhanced by social media because it makes bandwagon trends more visible. However, no research has explored the drivers of fashion trend conformity in the social media age and the underlying mechanisms. Our empirical research demonstrates that fashion trend conformity is a socially directed type of behavior driven by trend perception and reference group pressure, which represent the informational and normative social influence stimuli, respectively. In addition to the direct impact, we also examine the mediating roles of demand amplification and the urge to buy impulsively (UBI). Demand amplification and UBI, respectively, reflect the rational cognitive reaction and irrational emotional reaction to stimuli of fashion bandwagon consumption. However, our results show that only the cognitive reaction path works, but the emotional reaction path does not. Put simply, trend conformity behavior is largely the result of consumers' rational reactions rather than irrational reactions to the social influence stimuli of bandwagon consumption. Our study contributes to the research on luxury fashion consumption by introducing three new concepts, i.e., fashion trend conformity, trend perception, and demand amplification, to describe and theorize the characteristics of consumer behavioral patterns for luxury fashion products and new drivers and novel underlying mechanisms of consumer behaviors in the social media age. Our findings offer practical insights for retailers and manufacturers to promote fashion trend conformity behavior.

Understanding the Impact of Fear of Missing Out (FOMO) and Social Validation in Millennial Consumer Buying Behaviour for Luxury Apparel in Pune: An Self-Determination Theory (SDT) Approach

Generation Y and generation Z are the key players in the luxury apparel market, driven by their digital proficiency, quest for unique experiences and mindful consumption habits. This research examines consumer behaviour in the luxury apparel market, with a particular focus on individuals aged 21–30 in Pune, India. The study aims to discover the factors that influence their purchase decisions, with particular emphasis on fear of FOMO and social validation as key motivations. The research is guided by Self-Determination Theory (SDT), which examines internal and external motivations that guide consumer choices. Primary data will be collected using qualitative techniques including interviews, focus groups and observations. The study aims to bridge the gap between theory and practice by providing practical insights for luxury brands based on marketing strategies, product development initiatives and brand positioning according to the preferences and values ​​of Generation Y and Generation Z consumers. Keywords: Consumer Behaviour, Luxury, Fear of Missing Out (FOMO), Social Validation.

Assessing physiological arousal and emotional valence during behavioral intervention for pediatric feeding difficulties: A pilot study

AbstractThis study's purpose is to introduce a new measurement system that objectively assesses the social validity of behavioral feeding intervention from the child's perspective via the concurrent measurement of two dimensions of emotion. To date, the primary measures of social validity for behavioral feeding intervention are caregiver treatment acceptability and satisfaction surveys. This is the first study to objectively measure two dimensions of emotion, physiological arousal and emotional valence, while children received behavioral intervention for feeding difficulties. Data collectors used a new open‐source data collection software, cometrics, developed to synchronize and record physiological and observational data. Physiological data was collected using a wearable biosensor and observers recorded an index of child happiness, unhappiness, or neither using definitions by Phipps et al. (2022) for six children with a pediatric feeding disorder. Two out of six children needed programmed habituation to the device before data collection. All children assented to wearing the device during data collection. Recorded indices mapped to separable physiological states using electrodermal activity and its constituent components, skin conductance responses and skin conductance level, in addition to skin temperature. Findings demonstrated the feasibility of measuring two dimensions of child emotions during behavioral feeding intervention and revealed that children's physiological responses were distinctly different during intervals scored as happy, unhappy, or neither. This new data collection system has implications for future research on the child's emotional experience of behavioral feeding treatment and increases the possibilities for improving clinical practice.

Peer-Mediated Interventions to Enhance Conversation Skills of Young Adults with Intellectual and Developmental Disabilities on a University Campus

AbstractYoung adults with intellectual and developmental disabilities (IDD) on college campuses are vulnerable to exclusion and a lack of social participation. However, peers can provide meaningful supports to young adults with IDD in the area of social/communication skills. The purpose of this study was to enhance the conversation skills of four young adults with IDD (ages 22–23) during their regular lunch breaks on a university campus. The dependent variable was percent of conversational engagement during 10-min audio recorded sessions as measured using partial interval recording procedures. Typically developing peers served as peer coaches and provided structured or natural supports. Experiment 1 used an alternating treatments design to compare the effects of peer coaching alone vs. peer coaching + goal setting with two adjacent baseline conditions and a final student-choice condition. Results for Experiment 1 indicated peer coaching alone and the additive effects of goal setting was more effective than natural supports only. Experiment 2 used a withdrawal design to compare the effects of young adults with IDD speaking with fellow classmates with disabilities vs. peers without disabilities. Participants in Experiment 2 demonstrated higher levels of conversational engagement when speaking with peers without disabilities in a natural manner. Social validity of the different peer-mediated interventions was overall high for all participant types as reported on questionnaires and exit interviews. We provide implications for practice and suggestions for future research related to peer-mediated interventions for young adults with IDD on college and university campuses.

Teaching water flossing to children with and without autism spectrum disorder

AbstractOral hygiene is an important self‐care skill that some children may lack, especially children with autism spectrum disorder (ASD). Although some studies have evaluated procedures for teaching toothbrushing, no previous studies have demonstrated procedures for teaching flossing, which is essential for oral hygiene. This study evaluated an intervention for teaching water flossing to two children with ASD and two children without an ASD diagnosis. The intervention package included backward chaining, video modeling, and reinforcement, with some components implemented by a caregiver and some components implemented by an experimenter via telehealth. Behavioral skills training was used to train caregivers prior to implementation of the study. Results indicated that the intervention package was effective in teaching all participants to independently floss their teeth with a water flosser. Effects maintained for all participants 1‐week after completion of teaching. Questionnaires given to caregivers, participants, and dental professionals indicated high social validity.

Facilitators and barriers to the implementation of the picture exchange communication system (PECS): a systematic review

Background and aimsAlthough there are several published systematic reviews and meta-analyses of the effectiveness of the Picture Exchange Communication System (PECS) protocol, no previous review has focused on factors affecting its implementation. The present review attempted to identify potential barriers and facilitators in implementing PECS, as well as examining authors’ and stakeholders’ views and experiences in terms of implementation.Methods and proceduresA total of 49 studies were identified through a systematic review search process and were included in the data extraction phase. A Content Analysis of previous researchers’ comments was also carried out.Outcome and resultsDuring the data extraction and synthesis phase, it became evident that important features of PECS interventions are not systematically reported in published literature. Thus, our primary research question remained partially unanswered. A Content Analysis of previous researchers’ comments revealed four potential implementation factors, including Contextual & Environmental Factors, PECS Training/Consultation, Supervision and Implementation Fidelity and Adherence to the Protocol.Conclusions and implicationsThe identification of potential barriers or facilitators affecting the implementation of PECS is not currently possible. The present review’s identified implementation factors were extracted from qualitative analysis of previous researchers’ anecdotal remarks or from the social validity measures. Implications in terms of previous PECS literature findings are discussed.Systematic review registration: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42018099767.

“If You Don’t Eat, You Can Get Drunk Faster”: A Qualitative Investigation of Food and Alcohol Disturbance (FAD) Expectancies

Background: Food and alcohol disturbance (FAD; i.e., use of any compensatory behavior within the context of a drinking episode to offset alcohol-related calories and/or enhance the effects of alcohol) is prevalent among U.S. college students and associated with negative consequences. Expectancies for anticipated outcomes of alcohol use and thinness/restriction behaviors, which comprise FAD, serve as promising targets of intervention for these behaviors individually; however, no study to date has identified or examined FAD expectancies, specifically. Objectives: The purpose of this study was to qualitatively examine the positive and negative FAD expectancies described by students experienced with FAD. Methods: Semi-structured open-ended interviews were conducted with 22 undergraduates with a lifetime history of FAD behavior (72.7% female, 77.3% white non-Hispanic, Mage=20.14). Results: Positive FAD expectancy themes included: Mood Improvement, Appearance/Weight-related Benefits, Alcohol Enhancement, and Social Approval and Connectedness. Negative FAD expectancy themes included: Reputational and Social Concerns, Negative Physical Consequences, Negative Psychological Consequences, and Cognitive and Behavioral Impairment. Conclusions: Results suggest that while there are many similarities, FAD expectancies are distinct from existing alcohol and thinness/restriction expectancies. Specifically, the Mood Improvement theme conceptualizes mood-related improvement within the context of both positive and negative reinforcement and both the Social Approval and Connectedness and Social and Reputational Consequences themes focus on the ways in which one’s peers may view and interact with others. Findings lay the groundwork for identifying expectancies that underlie FAD behaviors and provide directions for future research and intervention efforts.

The Role of Early Childbearing on Child Health Outcomes in Punjab

Early Childbearing is a major social and public health concern in developing countries. The study explores the role of early childbearing on child health outcomes in Punjab, Pakistan. Using the newly available data, Multiple Index Cluster Survey for Punjab 2017-18, the paper aims to test the association between early childbearing and child health outcomes both in the short and long term. Since early childbearing decision is influenced by a wide array of factors which include individual, household as well as social and cultural norms; the paper employs cluster & household fixed effects model to deal with the issue of omitted variable bias. The empirical results suggest that early childbearing exerts a negative impact on child health outcomes. The findings of the study are also robust to changing the specification of early childbearing as well as the data set. This study adds to the existing literature by providing insights into the strong influence of social and cultural norms in influencing childbearing decisions.

Evaluating Augmented Reality to Teach Science for Secondary Students With Intellectual Disability

Augmented reality (AR) provides students with visual, auditory, and concrete learning understandings that facilitate their understanding of abstract concepts, leading to positive experiences in the learning process. Positive experiences increase students’ motivation and interest in learning. This study examined the effects of using AR technology to teach science concepts. Three students with intellectual disabilities, aged between 12 and 13 years, who were attending inclusive education, participated in the study. A multiple probe design across behaviors replicated across participants was used. The results indicated that all students acquired the science concepts, maintained the concepts 5 weeks later, and generalized the concept with classroom materials (science course textbook). Social validity results also showed that students found the AR intervention acceptable, making their learning experience more enjoyable. Conclusions are discussed in the context of applying universal design principles with AR technologies to create unique opportunities for students with intellectual disabilities to learn science concepts.

The effects of ProVaka and Papilio interventions on children’s behavior and educator feedback: A cluster-randomized controlled trial in early childhood education and care

Evidence-based interventions can develop social and emotional competencies and foster social relationships during early childhood. In this paper, we explored the efficacy, implementation fidelity, and social validity of two systemic, preventive social-emotional learning interventions in Finnish early childhood education and care (ECEC)—ProVaka and Papilio—after their initial nine weeks of implementation. ProVaka is an application of Positive Behavior Intervention and Support that provides general guidelines for the development of social-emotional skills. Alongside general guidelines, the Papilio intervention also utilizes ready-made lesson plans and play-based measures. In this study, 80 ECEC classes from 39 ECEC centers participated in a cluster-randomized controlled trial. We measured educators’ feedback, children’s behavior, social validity, and implementation fidelity. The results indicate effects particularly on educator-reported child behavior and educators’ feedback on certain observed areas when the systemic interventions were implemented with sufficient fidelity. Further, both interventions seem well suitable for Finnish ECEC context.

When the good is stronger than the bad: relationships between well-being and perceived social approval and disapproval of dietary habit among vegetarians

ABSTRACT The ‘Bad’ is often described as more influential than the ‘Good’. We examined this possibility for relationships between well-being and feedback from others about their diets among vegetarians, and we found that the ‘Good’ was stronger than the ‘Bad’. Participants were 982 vegetarians who completed measures of well-being (depression, anxiety, satisfaction with life, purpose and search for meaning in life, self-esteem, and loneliness). They also answered questions about the approval and disapproval they perceived they received because of their diets from friends, family members, and strangers. Each measure of well-being was regressed onto measures of perceived approval and perceived disapproval, separately for each source. The analyses found that for feedback from all three sources, well-being was related to perceived approval more consistently than it was related to perceived disapproval. Approval may influence well-being more than disapproval does, at least within the context we studied.

Study on The Implementation Intention of Health Protection Behavior of College Students in Epidemic Situation of Infectious Diseases

From the perspective of social cognitive theory, this paper refines and integrates the theory of protective motivation, the theory of planned behavior and the individual and social environment factors in risk research, a comprehensive analytical framework was built to predict the implementation intention of public health behaviors. Through the investigation of the college students during the epidemic of Covid-19, we found that the willingness of the public to carry out health behaviors was influenced by two kinds of factors: external social environment and individual internal conditions. As far as the external environment is concerned, perceived normative influence of “Significant others” and informational influence from mass media can positively promote the implementation intention of health protection behavior. At the same time, media attention can also indirectly affect the public's willingness to carry out health behaviors through the mediating effects of self-efficacy and coping efficacy, respectively. As far as internal factors are concerned, self-efficacy is the most powerful direct factor to predict individuals' health behaviors. The existence of cognitive deficit and optimism bias results in the failure of the predictive power of the element of threat assessment on the willingness to carry out health behaviors, however, perceived severity can have a negative effect on health behavior intention through the mediation of the “Avoidance” concept. The study also found that the emotional response not only positively affected the intention to carry out healthy behaviors independently of the cognitive assessment process, but also played a positive moderating role between media attention and the intention to carry out healthy behaviors, however, improper risk concept may have a blocking effect on the implementation intention of health behavior.

Online PBPD and Coaching for Teaching SRSD Argumentative Writing in Middle School Classrooms

Teachers report a need for professional development in order to feel more confident and be more effective in providing writing instruction and intensive intervention to support middle school students. This study investigates the impacts of online practice-based professional development (PBPD) and coaching for self-regulated strategy development (SRSD) argumentative writing instruction on teachers’ implementation of the instruction. Using a pre-test–post-test design, the study also examined the effects of the SRSD instruction on students’ argumentative writing from source texts. Five middle school teachers from three regions across the United States participated in the PBPD and implemented SRSD with 55 middle school students with high-incidence disabilities or below-proficient writing skills. Following PBPD, teachers implemented the SRSD argumentative writing instruction with high adherence to dosage, fidelity of implementation, and quality. Student writing was scored for argumentative genre elements, holistic quality, total words written, and transition words. Results demonstrate that students improved on all measures. In addition, students reported feeling confident in their argumentative writing abilities. Teachers and students reported high social validity for the intervention. The benefits found in this research study provide a strong foundation supporting the application of comprehensive online PBPD with follow-up coaching to support teacher implementation of SRSD.

Social media use and vaccination among Democrats and Republicans: Informational and normative influences

Our objective was to determine whether social media influences vaccination through informational and normative influences among Democrats and Republicans. We use a probability-based longitudinal study of Americans (N = 1768) collected between December 2022 and September 2023 to examine the prospective associations between social media use and vaccination as well as informational and normative influence as mediating processes. Greater social media use correlates with more frequent vaccination (cross-lagged coefficients: COVID-19 = 0.113, p < 0.001; influenza = 0.123, p < 0.001). The underlying processes, however, vary between Democrats and Republicans. Democrats who use social media more are more likely to vaccinate because they encounter information about new pathogens. In contrast, Republicans who use social media more are more likely to vaccinate because they think that people who are important to them receive the recommended vaccines. Our findings underscore the potential for social media campaigns to promote vaccination, among both Democrats and Republicans by paying attention to the specific processes in each audience.

Different Effects of Behavioral-Based Strategies for Sustaining Attention of an Elementary Student with Intellectual Disability

&lt;p&gt;智能障礙學生常伴隨注意力缺陷等問題，導致學習歷程困難，影響學習表現和成就。根據國內外文獻和實務報告，為改善注意力與學習問題，兩個常見的行為策略為：（一）增加專注口語提示策略，及（二）暫時移除偏好的教材刺激。然而，國內研究鮮少比較行為策略對於注意力的成效，也缺乏融合應用多媒體動畫影片教材，因此，本研究旨在針對智能障礙伴隨注意力缺陷學生在學習多媒體動畫影片教材時，這兩種行為策略對於學生注意力時間之影響，並比較兩種策略的成效差異。&lt;/p&gt; &lt;p&gt;本研究採用單一受試實驗研究法之交替比較設計，針對一位就讀於國小集中式特教班，並經醫療診斷為智能障礙伴隨注意力缺陷的學生，藉由交替設計比較教學者於自然情境中執行上述兩種行為策略時學生注意力維持時間的變化，以呈現自然教學場域中的真實樣貌。研究過程分為基線期、交替介入期，以及最佳介入期，研究數據採取單一受試研究法之視覺分析探究成效。&lt;/p&gt; &lt;p&gt;研究結果顯示，研究對象在交替介入期間，無論使用哪種行為策略，注意力維持時間皆高於基線期不使用任何介入策略的情境，並達六次成效複製，顯示兩者對於改善注意力的維持皆具有功能關係，其中，暫時移除偏好的教材刺激策略優於增加專注口語提示策略之成效，為該研究對象之最佳介入策略。&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;Attention function is a multi-facet concept that is critical for learning. Students with intellectual disability (ID) are often accompanied by problems such as attention deficit, which leads to difficulties in the learning process and affects academic performance and achievement. According to related studies, in order to improve attention and learning problems, two common behavioral strategies are: (a) using verbal prompt for on-task attention, and (b) removing preferred stimulus. However, there are few domestic studies that compare the effectiveness of behavioral strategies on attention, and there is also a lack of integrated application of multimedia video teaching materials. Therefore, this study aims to explore the impact of these two behavioral strategies on sustaining attention time when ID students with attention deficit learn multimedia animation video teaching materials, and to compare the effectiveness of the two strategies.&lt;/p&gt; &lt;p&gt;This was a single subject research using alternating treatment design to compare the two behavioral-based strategies implemented by the student&amp;rsquo;s teacher in natural educational setting. It focuses on a participant who is studying in a self-contained special education class in an elementary school and has been medically diagnosed with intellectual disability and attention deficit. The research process is divided into baseline, intervention, and better intervention phases. The research data adopts visual analysis of single subject research method to explore the effectiveness.&lt;/p&gt; &lt;p&gt;The results of the study showed that during the alternating intervention phases, no matter which behavioral strategies was used, the attention maintenance time of the research participant was higher than that of the baseline phases when no intervention strategy was used, and the effect was replicated six times, showing that both are effective in improving attention. There is a functional relationship between them. Among them, the strategy of temporarily removing the preferred teaching material stimulus is more effective than adding the strategy of focusing on verbal prompts, and is the best intervention strategy for this research participant. Social validity survey also indicated that teachers and parent were satisfied with the intervention outcome.&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;

Analisis Self Presenting Remaja di Media Sosial

This study examines how adolescents engage in self-presentation on social media. The research employs a qualitative approach. Data collection techniques include observation, interviews, and documentation. The validity of the data is ensured through triangulation techniques, specifically method triangulation and source triangulation. The results show that adolescents in Gebangan Village, particularly those from middle-class families, tend to present themselves in roles of social climbing within the realms of motivators and socialites for reasons of happiness, enjoyment, and entertainment, both for themselves and for the media. This behavior is adopted to adapt and avoid feeling left behind, as well as to positively increase followers or friendships. Additionally, it was found that adolescents often use social media as a means to seek social validation and support from peers. This study provides new insights into adolescent behavior on social media and makes a significant contribution to understanding how social media influences the construction of social identity among adolescents. These findings can serve as a basis for further research on the psychological impact of self-presentation on social media and its influence on adolescent identity formation.

Feasibility and Effectiveness of a Computer-Assisted Instructional System Implemented by Teachers for Students on the Autism Spectrum With Intellectual Disabilities in China

The purpose of this study was to evaluate the feasibility and effectiveness of computer-assisted instruction (CAI) implemented by special education teachers in a school setting in China. Feasibility was evaluated by procedural fidelity of teacher implementation and a social validity questionnaire. Effectiveness was measured by the acquisition of bidirectional naming through multiple exemplar instruction implemented in CAI for students on the autism spectrum with intellectual disabilities. Bidirectional naming is a key ability in early language development that allows children to expand their knowledge through incidental learning (Greer et al., 2011). Three students on the autism spectrum with intellectual disabilities (7 years of age; 1 female, 2 males) and their teachers (27–29 years of age; female) participated in this study. Using a single-case design--multiple probes across participants with pre- and post-assessments, all three students demonstrated improvements at post-instruction bidirectional naming assessments. Teachers implemented CAI with a high level of fidelity; they gave it high ratings for acceptability and feasibility. They were satisfied with CAI and student learning outcomes. All three students reported that they enjoyed learning with CAI. The implications and potential utilities of incorporating CAI in special education classrooms in China are discussed.

Drawing on social approval as a linguistic strategy: A discourse semantic analysis of judgement evaluation in suspected online romance scammer dating profiles

Drawing on social approval as a linguistic strategy: A discourse semantic analysis of judgement evaluation in suspected online romance scammer dating profiles

Social Sciences E-Module Contains Balinese Folklore Based on Pancasila Student Profiles

Implementing social studies learning for grade 1 elementary school is still not optimal in absorbing material concepts and people's values in social studies lessons. One of the causes is the low quality of teaching modules teachers own. This research aims to develop a social studies e-module containing Balinese folklore based on Pancasila student profiles for grade 1 students in elementary schools. This research uses the Dick and Carey development model, which consists of 10 stages. The subject of this research is to use individual trials of 3 students and small group trials of 9 people. This research applies a post-test-only method with data collection methods using questionnaires and multiple-choice objective tests. Data analysis involves qualitative and quantitative descriptive analysis techniques. The research showed that the e-module obtained a very good classification with media validity of 80%, social studies content validity of 95%, design validity of 97.22%, language validity of 90%, individual trials of 91.67%, and small group trials amounting to 91.67%. The effectiveness calculation shows a significance value of 0.000 (&lt; 0.05), confirming a significant difference in student understanding between classes that use e-modules containing Balinese folklore with Pancasila student profiles and classes that use regular e-modules. Thus, it is known that the new features in the e-module have proven effective in improving the quality of the learning process. This research can be used as a parameter for e-module development to support the feasibility and effectiveness of implementing learning for elementary school students.