RESUMEN

To understand why people "troll" (i.e., engage in disruptive online behaviour intended to provoke and distress for one's own amusement), researchers have explored a range of individual differences. These studies have primarily been conducted in adult samples, despite adolescents being a particularly vulnerable group with regards to both being trolled and trolling others. In this study we aimed to (1) explore Australian adolescents' experiences of trolling, and (2) replicate adult research that has constructed a psychological profile of the Internet troll by examining the utility of personality traits (psychopathy and sadism), self-esteem, empathy (cognitive and affective), and social rewards (negative social potency) to predict adolescents' trolling behaviours. A sample of 157 Australian adolescents (40.8% male, 58% female, 0.6% non-binary) aged 13-18 years (M = 15.58, SD = 1.71) completed the Global Assessment of Internet Trolling-Revised, Adolescent Measure of Empathy and Sympathy, Rosenberg Self-Esteem Scale, Youth Psychopathy Traits Inventory-Short Version, Social Rewards Questionnaire, Short Sadistic Impulse Scale, and a series of questions related to the experience of trolling. Results showed in the past year, 24.2% of Australian adolescents reported being trolled and 13.4% reported having trolled others. Gender, psychopathy, sadism, self-esteem, cognitive empathy, affective empathy, and "negative social potency" (i.e., enjoyment of antisocial rewards) combined, explained 30.7% of variance in adolescents' trolling behaviours (p < .001). When accounting for shared variance, gender (male), high psychopathy, and high negative social potency were significant predictors of trolling, aligning with findings of adult samples. Contrary to adult samples, sadism was not a unique predictor of adolescents' trolling. For adolescents, the variance in trolling explained by sadism was nonsignificant when controlling for negative social potency. These similarities, and differences, in predictors of trolling across adult and adolescent samples may play a critical role in the development of targeted interventions to prevent or manage trolling.

Asunto(s)

Trastorno de Personalidad Antisocial , Sadismo , Adulto , Humanos , Masculino , Adolescente , Femenino , Australia , Trastorno de Personalidad Antisocial/psicología , Sadismo/psicología , Autoimagen , Encuestas y Cuestionarios

RESUMEN

Internet trolling is receiving increasing research attention and exploration; however, disagreement and confusion surround definitions of the behavior. In the current study, 379 participants (60 percent women) completed an online questionnaire providing qualitative responses to the following: How do you define Internet trolling? What kind of behaviors constitutes Internet trolling? Does Internet trolling differ from Internet cyberbullying? Have you ever been trolled online, and if so how did it feel? Word frequency analyses indicated that Internet trolling is most commonly characterized as an abusive aggressive behavior. Responses also highlight the subjective nature of humor in trolling depending on whether an individual has trolled. Interestingly, the groups that indicated trolling as a "bullying" behavior were the groups who had never been trolled. Results of the current study highlight the need to differentiate between "kudos" trolling and Cyber Abuse.

Asunto(s)

Acoso Escolar/estadística & datos numéricos , Internet , Femenino , Humanos , Masculino , Encuestas y Cuestionarios

RESUMEN

The importance of self-regulation in human behavior is readily apparent and diverse theoretical accounts for explaining self-regulation failures have been proposed. Typically, these accounts are based on a sequential task methodology where an initial task is presented to deplete self-regulatory resources, and carryover effects are then examined on a second outcome task. In the aftermath of high profile replication failures using a popular letter-crossing task as a means of depleting self-regulatory resources and subsequent criticisms of that task, current research into self-control is currently at an impasse. This is largely due to the lack of empirical research that tests explicit assumptions regarding the initial task. One such untested assumption is that for resource depletion to occur, the initial task must first establish an habitual response and then this habitual response must be inhibited, with behavioral inhibition being the causal factor in inducing depletion. This study reports on four experiments exploring performance on a letter-canceling task, where the rules for target identification remained constant but the method of responding differed (Experiment 1) and the coherence of the text was manipulated (Experiments 1-4). Experiment 1 established that habit forming and behavioral inhibition did not produce any performance decrement when the targets were embedded in random letter strings. Experiments 2-4 established that target detection was sensitive to language characteristics and the coherence of the background text, suggesting that participants' automatic reading processes is a key driver of performance in the letter-e task.

RESUMEN

Current research into self-control that is based on the sequential task methodology is currently at an impasse. The sequential task methodology involves completing a task that is designed to tax self-control resources which in turn has carry-over effects on a second, unrelated task. The current impasse is in large part due to the lack of empirical research that tests explicit assumptions regarding the initial task. Five studies test one key, untested assumption underpinning strength (finite resource) models of self-regulation: Performance will decline over time on a task that depletes self-regulatory resources. In the aftermath of high profile replication failures using a popular letter-crossing task and subsequent criticisms of that task, the current studies examined whether depletion effects would occur in real time using letter-crossing tasks that did not invoke habit-forming and breaking, and whether these effects were moderated by administration type (paper and pencil vs. computer administration). Sample makeup and sizes as well as response formats were also varied across the studies. The five studies yielded a clear and consistent pattern of increasing performance deficits (errors) as a function of time spent on task with generally large effects and in the fifth study the strength of negative transfer effects to a working memory task were related to individual differences in depletion. These results demonstrate that some form of depletion is occurring on letter-crossing tasks though whether an internal regulatory resource reservoir or some other factor is changing across time remains an important question for future research.