"It's Just a Lot of Work": Adolescents' Self-Presentation Norms and Practices on Facebook and Instagram.

We explored adolescents' (12- to 18-year-olds; n = 51) awareness of their audience and subsequent self-presentation practices on Facebook and Instagram through focus group discussions. Findings suggest that teens, who are developmentally able to perceive a situation from the third-person perspective and who value peer approval, purposefully share content to appear interesting, well liked, and attractive. Some teens invested great effort into posting by these norms, even asking their friends to help; however, this was more common among girls. Older teens especially discussed taking the perspective of their audience when deciding what to post, which is consistent with the finding that perspective taking continues to develop throughout adolescence. These findings suggest that perspective taking skills and need for peer approval influence self-presentation online.

TILES-2019: A longitudinal physiologic and behavioral data set of medical residents in an intensive care unit.

The TILES-2019 data set consists of behavioral and physiological data gathered from 57 medical residents (i.e., trainees) working in an intensive care unit (ICU) in the United States. The data set allows for the exploration of longitudinal changes in well-being, teamwork, and job performance in a demanding environment, as residents worked in the ICU for three weeks. Residents wore a Fitbit, a Bluetooth-based proximity sensor, and an audio-feature recorder. They completed daily surveys and interviews at the beginning and end of their rotation. In addition, we collected data from environmental sensors (i.e., Internet-of-Things Bluetooth data hubs) and obtained hospital records (e.g., patient census) and residents' job evaluations. This data set may be may be of interest to researchers interested in workplace stress, group dynamics, social support, the physical and psychological effects of witnessing patient deaths, predicting survey data from sensors, and privacy-aware and privacy-preserving machine learning. Notably, a small subset of the data was collected during the first wave of the COVID-19 pandemic.

Coping With Stress Through Texting: An Experimental Study.

PURPOSE: Texting is used by many adolescents and has the potential to improve well-being, as youth can reach out for support immediately after experiencing a stressful situation. Many studies have examined whether texting is associated with well-being, but few have used experimental designs, preventing causal claims. METHODS: In this experimental study, 130 adolescents (Mage = 12.41) participated with a same-gender friend whom they texted regularly. Both adolescents completed a task that elicited stress and then engaged in one of the following randomly assigned activities: texting their friend, watching a video on a cellphone (passive-phone condition), or sitting quietly (no activity condition). Participants reported their mood and stress levels after the stress task and again after the activity. Heart rate variability was measured throughout. RESULTS: Participants who texted their friend reported higher moods (b = -.80, standard error [SE] = .24, p < .001, ηp2 = .09) and lower stress at the end of the study than those in the no activity condition (b = .51, SE = .25, p = .046, ηp2 = .04) and higher moods than adolescents in the passive-phone condition (b = -.74, SE = .25, p = .004, ηp2 = .08). No differences were noted between the passive-phone and no activity conditions. There were no differences in heart rate variability between the three conditions. The effects of texting on mood, self-reported stress, and heart rate variability did not differ by gender. CONCLUSIONS: Both boys and girls may benefit from texting a friend after experiencing a stressful event.

Tablet-Based eBooks for Young Children: What Does the Research Say?

OBJECTIVE: Young children's use of electronic books (eBooks) is increasing as handheld touch screen devices, such as tablets, become increasingly available. Although older children's reading on tablets has been more broadly investigated, less is known about the impacts of digital reading for infant, toddlers, and preschoolers. This review compares the educational affordances of reading on tablets versus print books for young children's learning. METHOD: A qualitative synthesis of research on tablet-based eReading and young children's learning from screens was conducted. RESULTS: When eBooks are designed well, preschool-aged children learn equally well and sometimes more than from print books. However, enhanced eBooks with sounds, animations, and games can distract children and reduce learning. When book-sharing with an adult, conversations during eBook reading are often about the platform while print book conversations are more often about the book content. For young children (0-2 yr), there is a paucity of research, but broader studies on learning from screens suggest limited educational benefits of tablet use for this age group. DISCUSSION: The authors recommend that (1) the selection of eBooks (especially enhanced eBooks) be thoughtful as games or animations that are not related to the story content can be distracting for young children, (2) adults share in the reading experience as discussions of the story, text, and characters have been found to enhance comprehension, language development, and print awareness, and (3) tablet eBook use be restricted for infants and toddlers, as they benefit more from face-to-face interaction with caregivers than from interactive screens alone.