Information literacy in the digital age: information sources, evaluation strategies, and perceived teaching competences of pre-service teachers.

Introduction: Information literacy has become indispensable in navigating today's fast-paced media environment, with teachers playing a pivotal role in fostering reflective and critical digital citizenship. Positioned as future gatekeepers, pre-service teachers are the key to teaching media skills and especially information literacy to future generations of pupils. Given the particular challenges facing educators today compared to previous generations, it is important to determine whether the next generation of teachers feel adequately prepared and perceive themselves as competent to pass on these skills to their future pupils. However, previous research has highlighted deficiencies in formal learning opportunities at universities, underscoring the need for further investigation into pre-service teachers' information acquisition, evaluation practices as well as their perceived relevance to teaching, and person-related factors associated with their perceived competence in teaching information literacy. Method: An online questionnaire was presented to participants, employing a mixed-method approach. We qualitatively examined the sources of information used by pre-service teachers and the evaluation strategies they employ, while quantitatively analyzing relationships between pre-service teachers' person-related factors and their perceived teaching competence. Participants assessed their perceived teaching competence, perceived learning opportunities, self-efficacy (general and related to information assessment), perceived informedness, selective exposure, need for cognition, need for cognitive closure, and mistrust in media coverage. Results: Data from 371 participants revealed digital media dominance in information acquisition over traditional sources, albeit with a prevalence of surface-level evaluation strategies over reflective approaches. Two distinct dimensions of perceived competence in teaching information literacy emerged: one focusing on information assessment while the other centers on the understanding of news creation processes. Perceived competence in teaching information literacy was significantly associated with self-efficacy in information assessment, perceived informedness, selective exposure to information as well as perceived learning opportunities focusing on information evaluation. Moreover, pre-service teachers employing diverse information evaluation strategies demonstrated a heightened sense of perceived competence in teaching information assessment. Discussion: Our results provide valuable insights into the multifaceted nature of pre-service teachers' perceived competence in teaching information literacy. Theoretical implications for future research as well as practical implications for teacher education and the structure of future curricula are discussed.

Understanding psychology students' perspective on video psychotherapy and their intention to offer it after graduation: a mixed-methods study.

Introduction: Video psychotherapy (VPT) demonstrated strong clinical efficacy in the past, with patients and psychotherapists expressing satisfaction with its outcomes. Despite this, VPT only gained full recognition from the German healthcare system during the COVID-19 pandemic. As society increasingly relies on new media, it seems likely that VPT will become even more relevant. Previous studies surveyed practicing psychotherapists and patients about advantages and disadvantages of VPT. In contrast, our approach targets a younger generation, specifically psychology students intending to become licensed practitioners after graduation. Methods: Our mixed-methods study was conducted in an online survey format and had two main objectives. Firstly, we investigated which person-related variables are associated with psychology students' behavioral intention to offer VPT after graduation, using a multiple regression analysis. Secondly, we explored psychology students' perception of advantages and disadvantages of VPT and identified their desired learning opportunities regarding VPT in their study program, using qualitative content analysis. Results: A sample of 255 psychology students participated. The multiple regression model explains 73% of inter-individual variance in the intention to offer VPT, with attitudes toward VPT showing the strongest relationship with intention to offer VPT. Expected usefulness, satisfaction with video conferencing, and subjective norm also showed significant relations. The students provided 2,314 statements about advantages, disadvantages, and desired learning opportunities, which we coded by means of three category systems. In terms of advantages, the most frequently mentioned categories were low inhibition threshold, flexibility in terms of location, and no need to travel. For disadvantages, the predominant categories included lack of closeness between patient and psychotherapist, lack of nonverbal cues, and problems with technology or internet connection. Regarding desired learning opportunities, training for technical skills, practical application through role-playing and self-experience, and general information about VPT were the most mentioned categories. In addition, we identified numerous other aspects related to these topics, reflecting a differentiated and balanced assessment of VPT. Discussion: We discuss the theoretical and practical implications of our findings for training the next generation of psychotherapists and outline a specific five-step plan for integrating VPT into study programs.

Commercial exergames for rehabilitation of physical health and quality of life: a systematic review of randomized controlled trials with adults in unsupervised home environments.

Background: Commercial exergames are widely available tools that can support physical rehabilitation at home. However, the effects of the unsupervised use of commercial exergames in home environments are not yet clear. Hence, we provide a systematic review on the effects of unsupervised commercial exergaming at home on adults' physical health (RQ1) and quality of life (RQ2). We also scrutinize adults' experiences with exergaming at home regarding participant support, adherence, and adverse outcomes (RQ3). Methods: We searched Web of Science, PsycINFO, PubMed, Embase, and CINAHL for peer-reviewed randomized controlled trials with adults in need of rehabilitation. Overall, 20 studies (1,558 participants, 1,368 analyzed) met our inclusion criteria. The quality of evidence was assessed with the Cochrane risk of bias tool. Results: Effects of unsupervised commercial exergaming at home on physical health were higher in seven studies and similar in five studies regarding the respective comparison or control conditions; eight studies reported non-significant findings. Of the 15 studies that also examined effects on quality of life, improvements were higher in seven studies and similar in two studies regarding the respective comparison or control conditions; results were non-significant in six studies. Participant support consisted of setup of the exergaming system, instructions, training, and contact with participants. Adherence was high in eight studies, moderate in six studies, and low in one study. Adverse outcomes related to exergaming were found in four studies and were at most moderate. Concerning the quality of evidence, six studies were related to a high risk of bias due to outcome reporting bias or ceiling effects in the primary outcome. Additionally, 10 studies yielded some concerns, and four studies were related to a low risk of bias. Discussion: This systematic review summarizes promising evidence that the unsupervised use of commercial exergames can support and complement rehabilitation measures in home environments. Still, future studies based on larger samples and using more recent commercial exergames are needed to obtain more high-quality evidence on the effects of different exercise prescriptions. Overall, considering the necessary precautions, the unsupervised use of commercial exergames at home can improve the physical health and quality of life in adults with needs for physical rehabilitation. Systematic review registration: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42022341189, identifier: PROSPERO, Registration number: CRD42022341189.

Online learning during the Covid-19 pandemic: How university students' perceptions, engagement, and performance are related to their personal characteristics.

University students faced unexpected challenges in online learning during the Covid-19 pandemic. Findings from early phases of the Covid-19 pandemic and before show that online learning experiences may vary from student to student and depend on several personal characteristics. However, the relative importance of different students' personal characteristics for their online learning experiences at later phases of the Covid-19 pandemic is still unclear. This cross-sectional, correlational study investigates how personal characteristics of university students are related to five dimensions of online learning perception and to their engagement and performance in online courses. In an online survey, 413 students from German universities provided full information on their online learning experiences and personal characteristics in terms of demographic information, Big Five personality traits, self-regulation skills, three facets of self-efficacy, and two types of state anxiety. Results of multiple regression analyses show that students' age was significantly positively related to all online learning perceptions and engagement in online courses. Our findings also confirm that self-regulation skills and academic and digital media self-efficacy are important factors in various online learning experiences. In contrast, students' personality traits and state anxiety were less important for most online learning experiences. Noteworthy, several bivariate associations between personal characteristics and online learning experiences are not reflected in the multiple regression model. This underscores the need to consider relevant variables simultaneously to evaluate their relative importance and to identify key personal characteristics. Overall, our results show valuable starting points for theory development and educational interventions.

Large-Scale Web Scraping for Problem Gambling Research: A Case Study of COVID-19 Lockdown Effects in Germany.

The COVID-19 pandemic and the measures to prevent its spread have had a negative impact on substance use behaviour. It is likely that social distancing and lockdown measures have also altered gambling behaviour, for instance shifting from land-based to online gambling. We used large-scale web scraping to analyse posting behaviour on a major German online gambling forum, gathering a database of more than 200k posts. We examined the usage of different subforums, i.e. terrestrial, online gambling and problem gambling sections, and changes in posting behaviour related to the casino closures that were part of the nationwide restrictions in Germany in 2020. There was a marked increase in newly registered users during the first lockdown compared to the preceding weeks, an increase in the number of posts in the online gambling subforum and concurrent decrease in the terrestrial gambling subforum. Further, the number of short-latency replies was higher during the first lockdown compared to the preceding weeks. Many users who posted in both the online and terrestrial forum contributed at least once to the problem gambling subforum, implying that the topic of problem gambling is widely discussed. Our findings may indicate a shift from terrestrial to online gambling during lockdown, and mirror the general increase in screen time and usage of online platforms after the onset of the COVID-19 pandemic. The analyses help to identify lockdown-related effects on gambling behaviour. These potentially detrimental effects pose a special threat for individuals at risk and may require monitoring and special public health measures.

Political news on Instagram: influencer versus traditional magazine and the role of their expertise in consumers' credibility perceptions and news engagement.

Introduction: Social networking sites (SNS) are increasingly used by consumers to read and share political news. In this context, Instagram plays an important role due to its prevalence and visual characteristics. However, previous research has highlighted that consumers fail to identify the source of online news, though source characteristics were shown to be vital for news credibility perceptions. Nevertheless, research on whether and which source characteristics have an influence on Instagram consumers' credibility perceptions and news engagement intentions are lacking. The present study addresses this empirical gap by investigating potential effects of source expertise and source type on source credibility, message credibility, news engagement intentions, and personal involvement regarding political news on Instagram. Method: We randomly presented participants with political news posts from one of four sources, either the Instagram representation of a fictional news magazine or influencer with or without political expertise. Participants assessed the perceived credibility of the source and the news, their news engagement intentions, and personal involvement. Results: We analyzed data from 416 participants. Results showed significant main effects of source expertise on each of the dependent variables. Those were shown to be indirect effects through personal involvement. There were hardly any effects of source type. Discussion: These results provide new insights into the role of source expertise on credibility perceptions and news engagement intentions, and provide insights into the comparison between influencers and Instagram representations of traditional news magazines. Theoretical implications for future research and practical implications for content creators, users, and SNS platforms are discussed.

Personality and Motivation to Comply With COVID-19 Protective Measures in Germany.

The COVID-19 pandemic strains the healthcare systems, economy, education, and social life. Governments took several protective measures and formulated behavioral guidelines to prevent individual diseases and the collapse of healthcare systems. However, individual differences in the extent of compliance with the measures are apparent. To shed more light on this issue, the present correlational study examined the joint relation of several personal characteristics to people's motivation to comply with seven protective measures. Personal characteristics included age, gender, risk perception, the Big Five, the Dark Triad, conspiracy mentality, perceived locus of control, and general affect. Protective measures included social distancing, hygiene rules, wearing face masks, using a contact-tracing app, sharing one's infection status via the app, reducing physical contacts, and vaccinations. The study ran from 10 November 2020 to 29 December 2020. Based on a sample of 1,007 German-speaking participants, bivariate correlations and multiple regression analyses showed that personal characteristics are significantly linked to the motivation to comply with these measures. However, general affect, control beliefs, and basic personality traits play only a minor role. Age and gender showed some significant associations with protective measures. In contrast, protection motivation factors, in terms of perceived severity of and vulnerability to infection, and conspiracy mentality appear to be the major correlates of adopting protective behavior. The absolute motivation to comply with the measures also shows that hygiene rules and wearing face masks receive a higher average agreement than more personally intrusive measures such as physical contact restrictions and vaccinations. These results highlight that factors that are relevant to some measures may be irrelevant to other measures. Differences in people's personal characteristics should be considered in the design and communication of measures to support social acceptance and effectiveness. In this context, cognitive variables, which can be addressed by communication and education directly, seem to be more important than general affect and relatively time-invariant personality traits.

German University Students' Perspective on Remote Learning During the COVID-19 Pandemic: A Quantitative Survey Study With Implications for Future Educational Interventions.

The COVID-19 pandemic forced German universities to adjust their established operations quickly during the first nationwide lockdown in spring 2020. Lecturers and students were confronted with a sudden transition to remote teaching and learning. The present study examined students' preparedness for and perspective on this new situation. In March and April 2020, we surveyed n = 584 students about the status quo of their perceived digital literacy and corresponding formal learning opportunities they had experienced in the past. Additionally, the students reported the direction of changes in key study characteristics they expected from this new situation. Moreover, they reported the extent to which they believe they will be able to master this new study situation successfully. Two categories of independent variables were considered: context-related variables and person-related variables. Our results show that students did not have many learning opportunities to promote their digital literacy, suggesting that they were not appropriately prepared for this new situation. Results for digital literacy vary by competence area. However, there is a positive correlation between past formal learning opportunities and corresponding digital competences. Master students reported more learning opportunities and higher digital literacy only in one competence area compared to bachelor students. Regarding the expected change of key study characteristics, some characteristics were expected to worsen and fewer to improve. A multiple regression analysis explained 54% of the estimated probability of successful remote learning. Students' age, state anxiety, positive state affect, general self-efficacy, the availability of an own workplace, past learning opportunities in digital content creation, and the estimated preparedness of lecturers for remote teaching were significant explaining factors. Our results provide valuable insights into the perspective of students on studying during the COVID-19 pandemic and beyond. We discuss important factors that should be addressed by educational measures in the future.

Forced Remote Learning During the COVID-19 Pandemic in Germany: A Mixed-Methods Study on Students' Positive and Negative Expectations.

The COVID-19 pandemic poses great challenges to higher education. Universities had to change their infrastructure to full remote teaching and learning environments in a very short time. Lecturers and students were forced to adjust their established routines and concepts of teaching and learning. During the first nationwide lockdown in Germany, we explored students' anticipations regarding the risks and chances of this challenging situation. They were asked about the negative and positive effects of this sudden switch to online university courses and the relevance personally ascribed to each of these expected effects. A sample of 584 students provided 3,839 statements, which were examined by means of qualitative content analysis. While 57.7% of the statements concerned negative effects, 42.3% dealt with positive ones. The range of expected negative and positive effects was wide, but key themes emerged particularly frequently. While the mentioned effects were generally considered to be of high personal relevance, negative effects were rated as significantly more relevant, but with only a small effect size. The relevance of negative effects was considered higher by master students than by bachelor students. Relevance ratings were significantly higher for the first effect mentioned compared with all subsequent effects, indicating an ease-of-retrieval effect, which is relevant from both a methodological and content perspective. The results provide important insights into students' perspectives on remote learning that will be significant beyond the current pandemic, as they can guide sustainable measures by exploiting opportunities and mitigating risks. We discuss practical implications and methodological limitations of the study.

Alone Together: Computer-Mediated Communication in Leisure Time During and After the COVID-19 Pandemic.

In spring 2020, the COVID-19 outbreak was declared a global pandemic and several lockdowns were followed in Germany. To weaken the spread of the virus, SARS-CoV-2, people were required to reduce their face-to-face contact with others. Computer-mediated communication (CMC) offers opportunities to stay in touch with important people and still meets social needs. During the first lockdown in spring 2020, we collected data from 679 participants to explore the role of CMC for social interaction in the context of leisure activities and how personal characteristics contribute to such media use. Results showed that people complied with the restriction and shifted their communication to several media, especially instant messengers and video calls. Many leisure activities were performed via CMC, especially low-key activities, such as just talking or simply spending time together. Perceived social closeness to others was positively related to the quality and quantity of CMC. The extent of leisure activities that people experienced with others via communication media was higher among younger individuals, males, and individuals with higher scores on positive state affect, extraversion, openness, and fear of missing out. The preference for solitude showed a negative relation. The motivation to continue using media for communication after the pandemic was strongly related to the quality and quantity of actual use. Low extraversion and high openness were related to higher motivation for future use. Implications such as the importance of providing fast internet and good usability of communication media as well as the relevance of increasing media literacy of people are discussed.

The Effects of Different Feedback Types on Learning With Mobile Quiz Apps.

Testing is an effective learning method, and it is the basis of mobile quiz apps. Quiz apps have the potential to facilitate remote and self-regulated learning. In this context, automatized feedback plays a crucial role. In two experimental studies, we examined the effects of two feedback types of quiz apps on performance, namely, the standard corrective feedback of quiz apps and a feedback that incorporates additional information related to the correct response option. We realized a controlled lab setting (n = 68, Study 1) and an unsupervised mobile setting (n = 150, Study 2). In the learning phase, participants used the quiz app and received feedback. They also completed a subsequent test as well as a follow-up test 1 week later by using the same quiz app. Irrespective of feedback type and setting, cognitive outcomes (quiz scores) and metacognitive outcomes (response certainty) increased similarly in the short term and long term. Feedback effects were not moderated by participants' overall response certainty during learning, their prior knowledge, and the difficulty of quiz items. Moreover, we found that participants perceived the quiz app to be similarly attractive, interesting, and enjoyable in both feedback conditions and that they spent slightly more time to process quiz items in the lab setting. We discuss these results in detail, including the role of moderating and mediating factors and prospects for further research and practice. Overall, our results underline that quiz apps are useful and effective tools that can support the acquisition and retention of semantic knowledge in different learning settings.

Educational and Social Exergaming: A Perspective on Physical, Social, and Educational Benefits and Pitfalls of Exergaming at Home During the COVID-19 Pandemic and Afterwards.

Physical inactivity and coronavirus disease 2019 (COVID-19) signify two pandemics with negative physical, mental, and economic consequences. Younger and older people have not reached the recommended physical activity level for years. Societal restrictions due to COVID-19 additionally reduce opportunities for physical activity, and they increase social isolation. Here, we outline how playing exergames with others (social exergaming) at home could foster physical and mental health and promote communication and discussions on exergaming. Accordingly, we highlight the educational and social benefits of exergaming at home and delineate the concept of Educational and Social Exergaming (EASE). We outline specific benefits and pitfalls of exergaming regarding its physical and nonphysical effects, including educational values of discussing exergaming experiences and related topics. Moreover, we discuss the relevance of practical guidelines for educational and social exergaming at home as well as prospects for future research. Overall, educational and social exergaming could alleviate several detrimental effects of both pandemics on the health and well-being of people of all ages.

Motivations for Social Distancing and App Use as Complementary Measures to Combat the COVID-19 Pandemic: Quantitative Survey Study.

BACKGROUND: The current COVID-19 pandemic is showing negative effects on human health as well as on social and economic life. It is a critical and challenging task to revive public life while minimizing the risk of infection. Reducing interactions between people by social distancing is an effective and prevalent measure to reduce the risk of infection and spread of the virus within a community. Current developments in several countries show that this measure can be technologically accompanied by mobile apps; meanwhile, privacy concerns are being intensively discussed. OBJECTIVE: The aim of this study was to examine central cognitive variables that may constitute people's motivations for social distancing, using an app, and providing health-related data requested by two apps that differ in their direct utility for the individual user. The results may increase our understanding of people's concerns and convictions, which can then be specifically addressed by public-oriented communication strategies and appropriate political decisions. METHODS: This study refers to the protection motivation theory, which is adaptable to both health-related and technology-related motivations. The concept of social trust was added. The quantitative survey included answers from 406 German-speaking participants who provided assessments of data security issues, trust components, and the processes of threat and coping appraisal related to the prevention of SARS-CoV-2 infection by social distancing. With respect to apps, one central focus was on the difference between a contact tracing app and a data donation app. RESULTS: Multiple regression analyses showed that the present model could explain 55% of the interindividual variance in the participants' motivation for social distancing, 46% for using a contact tracing app, 42% for providing their own infection status to a contact tracing app, and 34% for using a data donation app. Several cognitive components of threat and coping appraisal were related to motivation measurements. Trust in other people's social distancing behavior and general trust in official app providers also played important roles; however, the participants' age and gender did not. Motivations for using and accepting a contact tracing app were higher than those for using and accepting a data donation app. CONCLUSIONS: This study revealed some important cognitive factors that constitute people's motivation for social distancing and using apps to combat the COVID-19 pandemic. Concrete implications for future research, public-oriented communication strategies, and appropriate political decisions were identified and are discussed.

Commercial Video Games in School Teaching: Two Mixed Methods Case Studies on Students' Reflection Processes.

Commercial video games are popular entertainment media and part of students' media reality. While commercial video games' main purpose is not learning, they nonetheless could and should serve as objects of reflection in formal educational settings. Teachers could guide student learning and reflection as well as motivate students with commercial video games, but more evidence from formal educational settings is required. We conducted two mixed methods case studies to investigate students' reflection processes using commercial video games in regular formal high school teaching. In a double lesson, 29 students of a 10th-grade biology course (Study 1) and 17 students of a 12th-grade advanced course on history (Study 2) played and discussed a commercial video game related to the current curricular topic. We examined the reflection processes of students in terms of their reactions to the teachers' game-related statements and questions. Regarding teachers' statements, students discussed several topics related to game enjoyment and the games' representation of topic-related content. Regarding teachers' questions, students discussed multiple goals in each game, how the games represented topic-related content, and how the games could be appropriate for learning. In Study 2, students additionally discussed emotions, stereotypes, violence, and the narrative related to the digital history game. We found that the discussions provided students opportunities to reflect on their game experiences and the current curricular topic as well as to practice media criticism. We further provide quantitative results on students' perceived topic knowledge, on several facets of their learning motivation, and on their acceptance of video games. Overall, our findings illustrate the educational value of using commercial video games as objects of reflection.

Personally relevant online advertisements: Effects of demographic targeting on visual attention and brand evaluation.

Global investments in online advertising rise quickly but internet users often avoid looking at ads due to established banner blindness. Demographic targeting is expected to overcome this tendency by attracting users' attention to more self-relevant ad content. However, little is known about the effect of demographically targeted versus non-targeted ads on users' actual attention allocation during exposure to webpages. The present study aimed to further fill this empirical gap by clarifying whether demographic targeting attracts visual attention and to exploratively examine whether it also affects brand attitude and website evaluation, as suggested by previous studies. Eye tracking data revealed that demographic targeting can have medium- to large-sized effects on several eye movement parameters when internet users are in a free-viewing mode. In contrast, demographic targeting did not influence brand attitude and website evaluation. We conclude that attention for personally relevant advertisement can be strong. However, attention, although being a necessary condition for subsequent judgment formation according to the model of human information processing, is not sufficient to elicit positive effects at the level of subjective judgments.

Exploration and Exploitation in Natural Viewing Behavior.

Many eye-tracking studies investigate visual behavior with a focus on image features and the semantic content of a scene. A wealth of results on these aspects is available, and our understanding of the decision process where to look has reached a mature stage. However, the temporal aspect, whether to stay and further scrutinize a region (exploitation) or to move on and explore image regions that were yet not in the focus of attention (exploration) is less well understood. Here, we investigate the trade-off between these two processes across stimuli with varying properties and sizes. In a free viewing task, we examined gaze parameters in humans, involving the central tendency, entropy, saccadic amplitudes, number of fixations and duration of fixations. The results revealed that the central tendency and entropy scaled with stimulus size. The mean saccadic amplitudes showed a linear increase that originated from an interaction between the distribution of saccades and the spatial bias. Further, larger images led to spatially more extensive sampling as indicated by a higher number of fixations at the expense of reduced fixation durations. These results demonstrate a profound shift from exploitation to exploration as an adaptation of main gaze parameters with increasing image size.

An extensive dataset of eye movements during viewing of complex images.

We present a dataset of free-viewing eye-movement recordings that contains more than 2.7 million fixation locations from 949 observers on more than 1000 images from different categories. This dataset aggregates and harmonizes data from 23 different studies conducted at the Institute of Cognitive Science at Osnabrück University and the University Medical Center in Hamburg-Eppendorf. Trained personnel recorded all studies under standard conditions with homogeneous equipment and parameter settings. All studies allowed for free eye-movements, and differed in the age range of participants (~7-80 years), stimulus sizes, stimulus modifications (phase scrambled, spatial filtering, mirrored), and stimuli categories (natural and urban scenes, web sites, fractal, pink-noise, and ambiguous artistic figures). The size and variability of viewing behavior within this dataset presents a strong opportunity for evaluating and comparing computational models of overt attention, and furthermore, for thoroughly quantifying strategies of viewing behavior. This also makes the dataset a good starting point for investigating whether viewing strategies change in patient groups.

The effects of colour and valence on news evaluation.

Research across different fields of psychology has reported effects of colour cues on a variety of cognitive processes. Especially, the colour red has been shown to have striking influences. In the context of media reception, however, colour effects have been widely neglected so far. This study made a first step in this direction by investigating the effects of the colour red (compared with blue and grey) on the way news articles are evaluated. Two types of news were framed by a coloured border while the valence of the news content additionally varied. Based on 369 participants who read and evaluated the news articles online, we observed effects for colour cues and news valence in the absence of an interaction effect, indicating that the colour red induced approach motivation. However, only the contrast between red and grey reached statistical significance, indicating that chromatic and achromatic colours may differ in their perceived visual saliency. Overall, these results provide an important complement to previous studies and have practical implications for media researchers and producers.

Socially Desirable Responding in Web-Based Questionnaires: A Meta-Analytic Review of the Candor Hypothesis.

Unproctored, web-based assessments supposedly reduce social desirability distortions in self-report questionnaires because of an increased sense of privacy among participants. Three random-effects meta-analyses focusing either on social desirability ( k = 30, total N = 3,746), the Big Five of personality ( k = 66, total N = 2,951), or psychopathology ( k = 96, total N = 16,034) compared social desirability distortions of self-reports across computerized and paper-and-pencil administration modes. Overall, a near-zero effect, Δ = 0.01, was obtained that did not indicate less socially desirable responding in computerized assessments. Moreover, moderator analyses did not identify differential effects for proctored and unproctored procedures. Thus, paper-and-pencil and computerized administrations of self-report scales yield comparable mean scores. Unproctored web-based surveys do not offer an advantage with regard to socially desirable responding in self-report questionnaires.

Embodied information affects judgements about politicians: The impact of haptic weight sensations and hand cleansing.

Politicians' characteristics attract voters' attention and dominate impression formation. Thereby, social judgements are deduced from different information being available in a certain situation. The literature suggests that incidental bodily sensations can influence judgement processes. Here, two bodily treatments-the haptic sensation of weight and the act of hand cleansing-simultaneously contribute to judgements about politicians. This study expands previous works by (a) investigating potential interactions of two haptic information cues, (b) providing evidence for the significant role of conceptual closeness between embodied cues and judgement dimensions, (c) showing that hand cleansing leads to harsher moral judgements independently of whether a misconduct has been committed or not, and (d) showing that the familiarity of the target to be judged does not moderate the effect of embodied information. The results demonstrate that judgements can be modulated by basal sensorimotor experiences. We discuss implications and the important issue of result generalisation and replicability.