Adolescents' social interaction skills on social media versus in person and the correlations to well-being.

INTRODUCTION: High-quality social interactions with peers could protect adolescents' mental health, resilience, and well-being. Assessing their social interaction skills (SIS) is essential to enhancing them. However, few instruments provide information about SIS in in-person and social media environments. The SIS Questionnaire (SISQ) was developed to fill this gap, spotlighting adolescents' viewpoints on SIS in both environments. This study aimed to describe the SISQ development and psychometric properties, differences in adolescents' SIS in both environments, and relationships between the adolescents' SIS and subjective well-being. METHODS: A total of 214 typically developed adolescents aged 12-18 (M = 15.3 years, SD = 1.77; 61.2% girls) completed online questionnaires (demographic, SISQ, and Five Well-Being Index). We used exploratory factor analysis for construct validity, Cronbach's alpha for internal reliability, t-tests for differences in SIS, Cohen's d for effect sizes, and Pearson correlations and hierarchical regression for relationships between SIS and well-being. RESULTS: The SISQ has content validity and a monofactorial scale construct validity with very good internal reliability. Participants rated their in-person SIS significantly higher than on social media, t(213) = -5.24, p < 0.001, d = 0.36, and the in-person environment as more important, t(213) = -11.57, p < 0.001, d = 0.79, than the social media environment. A significant correlation was found between both in-person SIS (r = 0.41, p < 0.001) and social media (r = 0.34, p < 0.01) and well-being. CONCLUSION: The SISQ is a valid, reliable tool for assessing adolescents' SIS, essential to promoting these skills in this unique environment.

An empirical study of skill points in pathology courses / 中华医学教育探索杂志

Objective To investigate the characteristics and distribution of class teaching skill points in state high quality course pathology using Flanders interaction analysis system to analyze the teaching video of pathology course.Methods Teaching videos of state high quality course (pathology course) between 2006 and 2012 were analyzed by Flanders interaction analysis system.Frequencies of using teaching skill,presentation skill and interaction skill were statistically analyzed.Results The study found that frequencies of using teaching skill points in pathology course were decreased in the following order:presentation skill (53.94％),interaction skill (26.64％) and teaching skill (19.42％).Sensory focusing was most commonly used in presentation skill.Monitoring and expressing concern were most commonly used in interaction skill.Gestures and cases were most commonly used in teaching skill.Conclusions Teachers in pathology teaching should correctly handle the relationship among the presentation,interaction and teaching skills according to the teaching objectives and teaching content.