Spirituality and religiosity have been found to be positive predictors of subjective well-being, even if results are not altogether consistent across studies. This mixed evidence is probably due to the inadequate operationalization of the constructs as well as the neglect of the moderation effect that the individuals’ religious status can have on the relation between spirituality/religiosity and subjective well-being. The current study aimed to investigate the relationship of spirituality and religiosity with subjective well-being (operationalized as both life satisfaction and balance between positive and negative affect) and to test whether differences exist according to individuals’ religious status (religious, non-religious, and uncertain). Data were collected from 267 Italian adults aged 18–77 (M = 36.68; SD = 15.13), mainly women (59.9%). In order to test the role of spirituality (operationalized as Purpose, Innerness, Interconnection, and Transcendence) and religiosity (operationalized as three dimensions of the religious identity: Commitment, In-depth Exploration, and Reconsideration of Commitment) in subjective well-being, two path analysis models were run, one for each predictor. To test the invariance of the two models across the individuals’ religious status, two multi-group models were run. The models concerning spirituality were tested on the entire sample, finding that spirituality had a positive impact on subjective well-being (except for the dimension of Interconnection) and that this relation is unaffected by the individual’s religious status. The models concerning religiosity were instead tested only on religious and uncertain, finding that the relationship between religiosity and subjective well-being changes across religious status. In particular, the main difference we found was that religious identity commitment positively predicted satisfaction with life among religious, but not among uncertain individuals. An interpretation of the results and their implications are discussed.

Introduction: Emotion regulation (ER) supports multiple individual functions and promotes mental health and wellbeing. Among the tools that may be used to help people in managing their affective states, videogames are reaching attention and are showing positive effects. Yet, little is known about their effectiveness. Objective: This study aims to assess the amount and quality of studies investigating the effects and modalities of the use of videogames for ER. Materials and Methods: A systematic literature search according to PRISMA guidelines was performed. Subsequently, according to expert advice other few studies have been added. Results: Twenty-three studies met the inclusion criteria and were included in the review; they can be categorized into three groups, namely (1) cross-sectional and qualitative studies, (2) experimental studies investigating the effects of videogame experience on ER and (3) ER intervention with serious games. Discussion: Discussion of the reviewed studies highlights that frequent gaming with commercial games offers more opportunities for ER improvement (related to gameplay and enjoyment of fictional properties) than limited-time experiences, such as those supported by bespoke serious games. This research area is still in its infancy and findings need to be interpreted with caution; furthermore, future reviews are encouraged to include clinical populations. Conclusion: Videogames offer several opportunities for ER and a challenge for educational and psychological interventions.

Online video gaming is now widely considered an activity possibly related to addictive behaviors, so that the diagnosis of Internet Gaming Disorder (IGD) is now included both in DSM-5 and ICD-11; however, there is still debate about some specific features of such disorder. One debated aspect is time spent playing: IGD gamers certainly play a high amount of time, but, on the other hand, also highly-engaged individuals or people working with video games (e.g.: eSports professional players) may play a lot without developing IGD. The literature agrees on the importance of deepening the role of time spent playing video games in IGD, to understand if it can be considered a symptom useful for the diagnosis, or not: one possibility is that time spent playing is not important in an absolute sense, but relatively to specific day phases. The present research involved 133 participants to test the relationship between average time spent playing over day phases (morning, afternoon, night; week, weekend days), age, game preferences and IGD. IGD score positively predicted time spent playing during weekend mornings, which are a day phase usually dedicated to other activities. Instead, time spent playing during afternoon was negatively predicted by age, according to this day phase being more related to youngsters' spare time, while night playing was related to preference for game genres which need dedicated time to organize multi-playing. Discussion deals with the utility of these preliminary results for future, more systematic research on IGD and its distinctive symptoms.

The relationship between interactive media and stress has gained wide interest in the mental health area. In our research, we found that interactive experiences helped people manage their stress. By combining different techniques, which may produce more significant outcomes than single-strategy programs, we developed a stress management protocol to increase self-awareness, to control and relax oneself, induce positive emotions, and substitute negative emotions. Our stress management protocol was tested in a controlled study comparing three interactive experiences (virtual reality [VR], video, and audio). Results showed the efficacy of all three interactive experiences in inducing positive emotions and integrating different approaches to manage stress. In particular, VR showed better improvements related to the psycho-physiological changes. Implications of the results for worldwide healthcare services will be discussed.

The large-scale diffusion of tablets and smartphones in the last decades offered new opportunities to broaden educational strategies. In particular, the Mobile-Assisted Language Learning (MALL) emerged as a promising approach leveraging the widespread availability of portable devices. In this study we investigated the feasibility and efficacy of a self-administered MALL homework training based on immersive 360° videos, compared to a training based on not-immersive standard videos showing the same visual content and enriched by an auditory description of the environment. The knowledge of target words was assessed before and after the training. In addition, students’ attitudes toward the technology were assessed before the training. Results indicated that students with a more positive attitude toward technology watched the videos more than those with a less positive attitude. Furthermore, students who underwent the training with 360°videos learned more words than students belonging to the control group, even after controlling for the number of videos views.