The aim of the study was to test the effectiveness of a serious game in improving the helping behaviours of bystanders in bullying situations by using a multimethod approach. Students (N=345, aged 12 to 14) participated in an experimental study with one experimental and two control groups. Before and after playing the game, all students completed an online questionnaire about their knowledge, experiences and behaviours related to bullying, and their behaviours in everyday social situations. For the experimental group, players' reactions during game‐play were recorded. Results showed that students' social behaviour displayed before gaming experience determined their playing activities. Besides, most of the students who declared in pre‐test that they do not help the victim, although they think they should, chose helping behaviour in all bullying situations in by stander role in the game. Results indicate weak positive effect of the game on students' behavioural choices.

In line with previous findings stressing the importance of the player experience for game effectiveness, the main aim of the study was to explore whether the experience while playing a serious digital game aimed at bullying prevention mediated the relationship between initial and postgame knowledge about appropriate reactions in bullying situations, and initial and postgame compassion for the victim. Participants were 12- to 14-year-old students from 10 European schools (N = 120; 51% boys). Students were assessed in schools, by an online survey, before and after gaming sessions, on measures of knowledge about appropriate reactions in bullying situations and compassion for the victim. Students’ experience during playing was also assessed. The proposed model showed a good fit to the data, but the mediation hypotheses were not supported. The results indicated that some aspects of the game experience could affect subsequent knowledge and compassion. Specifically, the challenge had a significant effect on knowledge about appropriate behaviour, while immersion had a significant effect on compassion. The model was tested on the wider sample including students who played the control game (N = 116; 46% boys). The results of moderated mediation analysis offer further support to this conclusion, as these effects were not significant in the control group.

One of the important developmental tasks in adolescence and emerging adulthood is the questioning of identity issues, with body image being a prominent concern. In the age of modern technology, many processes of social comparison take place on social media, which serve as an ideal platform for comparison with others. The aim of this study was to examine the effects of identity dimensions, social media use, and social media social comparison, on different domains of body image satisfaction (i.e., appearance, weight, and attribution). An online survey was conducted with 354 young people in Croatia (Mean age = 18.49, SD = 1.44; Women/girls = 78.9%). The results revealed that each of the body image domains had a different pattern of association with identity dimensions and social media social comparison. The contribution of identity dimensions was more important for evaluation attributed to others about one’s body appearance, whereas social media use and social comparison were more crucial for thoughts and feelings about appearance and weight satisfaction. Higher identity commitment and exploration were related to more positive thoughts about how others evaluate one’s appearance, regardless of social comparison. On the other hand, social media use and social media social comparison were associated with lower satisfaction with appearance and weight.

To assess whether imminent amniocentesis is associated with the perception of increased stress and state anxiety in women and their partners and whether greater partner’s involvement during pregnancy alleviates women’s stress and anxiety. Two hundred twenty women awaiting amniocentesis and 90 male partners participated in the study. The State-Trait Anxiety Inventory, Perceived Stress Scale, and Partner’s Involvement in Pregnancy Scale were administered. Statistical analysis was performed using t test, one way ANOVA, and Pearson correlation test. Imminent amniocentesis caused increased stress (17.6 ± 6.8; t = 7.32, P < 0.001) and anxiety (42.0 ± 11.9; t = 8.51, P < 0.001) in pregnant women, but not their partners (stress: 14.3 ± 6.1; t = 0.17, P = 0.862; anxiety: 36.4 ± 10.40; t = 0.66, P = 0.510). Stress was even more pronounced in women who experienced another stressor, like unplanned pregnancy, prenatal-related nausea and vomiting, or chromosomal aberration in a previous pregnancy. Significant negative correlation was found for women’s stress and their perception of their partner’s involvement during pregnancy (r = -0.23; P = 0.001); the same was not found for women’s anxiety. Greater partner’s involvement during pregnancy could diminish women’s stress, but elevated state anxiety just before amniocentesis could not be alleviated in the same way. Thus, health care professionals must pay greater attention to the psychological status of women undergoing amniocentesis to help them better cope with the situation.

The aim of the present study was to examine the relationship between social media use and digital stress (availability stress, approval anxiety, fear of missing out, connection overload and online vigilance), and whether social media use and digital...

Introduction: Anxiety is one of the most common psychological problems in children, with an increasing trend during the COVID-19 pandemic. This study examines the mediating role of intolerance of uncertainty and cognitive emotion-regulation strategies in the relationship between stress and anxiety symptoms of children and early adolescents during the COVID-19 pandemic. Methods: We conducted the study with 234 elementary school students (128 females) aged 11 to 15 years. The students completed the COVID-19 Stress Scale, Revised Child Anxiety and Depression Scale, Intolerance of Uncertainty Scale for Children, and the Cognitive Emotion Regulation Questionnaire. To determine whether stress affects anxiety symptoms both directly and indirectly through intolerance of uncertainty and cognitive emotion-regulation strategies, we performed a mediation analysis with gender as a covariate. Results: Our results confirmed cognitive emotion regulation and intolerance of uncertainty as important cognitive vulnerability factors for anxiety in children and adolescents. A stressful experience contributes directly to anxiety and indirectly through higher intolerance of uncertainty and less adaptive strategies. The results serve to further improve prevention and intervention programs for children and adolescents which focus on correcting maladaptive cognitive emotion-regulation strategies and increasing tolerance of uncertainty.