| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000432509 |
| 005 | | 20200224131712 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781085649810 |
| 035 | |
▼a (MiAaPQ)AAI13895540 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 301 |
| 100 | 1 |
▼a Chiou, Joanna C. |
| 245 | 14 |
▼a The Benefits of Text Messaging on Wellbeing for Young Adults and Early Adolescents. |
| 260 | |
▼a [S.l.]:
▼b University of California, Irvine.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 143 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-04, Section: B. |
| 500 | |
▼a Advisor: Reich, Stephanie M. |
| 502 | 1 |
▼a Thesis (Ph.D.)--University of California, Irvine, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a Many young adults and adolescents use texting apps, where users can send messages to others directly and privately. Texting apps have great potential for enabling individuals to seek support anytime and anywhere, but whether they actually benefit wellbeing is not well known. In this three-study dissertation, I explore whether young adults use texting apps when experiencing intense emotional states, whether texting a friend can help early adolescents cope with stress, and whether the content of texts matter for improving wellbeing.In Study 1, we examined the relationship between texting and experiencing intense emotional states (N = 104). For one week, young adults completed surveys on mood and stress hourly. An application on their phones logged when and for how long they accessed texting apps. Using multilevel modeling, we found that young adults spent more time on texting apps when experiencing high stress, low mood, or high mood. No associations were found, however, between texting and subsequent mood and stress. In Study 2, we experimentally tested whether texting would help early adolescents cope with stress. Adolescents (N = 122) participated with a friend and both teens completed a stressful task. Afterwards, participants were randomly assigned to text their friend, watch a video (i.e., active control), or sit quietly (i.e., passive control). Texting did help adolescents cope |
| 590 | |
▼a School code: 0030. |
| 650 | 4 |
▼a Developmental psychology. |
| 650 | 4 |
▼a Personality psychology. |
| 650 | 4 |
▼a Social psychology. |
| 690 | |
▼a 0620 |
| 690 | |
▼a 0625 |
| 690 | |
▼a 0451 |
| 710 | 20 |
▼a University of California, Irvine.
▼b Education - Ph.D.. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-04B. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0030 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15491619
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |