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Eleanor H. Wertheim - One of the best experts on this subject based on the ideXlab platform.
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a pilot evaluation of a social Media Literacy intervention to reduce risk factors for eating disorders
2017Co-Authors: Siân A. Mclean, Eleanor H. Wertheim, Jennifer Masters, Susan J. PaxtonAbstract:Objective This pilot study investigated the effectiveness of a social Media Literacy intervention for adolescent girls on risk factors for eating disorders. Method A quasi-experimental pre- to post-test design comparing intervention and control conditions was used. Participants were 101 adolescent girls (Mage = 13.13, SD = 0.33) who were allocated to receive three social Media Literacy intervention lessons (n = 64) or to receive classes as usual (n = 37). Self-report assessments of eating disorder risk factors were completed one week prior to, and one week following the intervention. Results Significant group by time interaction effects revealed improvements in the intervention condition relative to the control condition for body image (body esteem–weight; d = .19), disordered eating (dietary restraint; d = .26) and Media Literacy (realism scepticism; d = .32). Discussion The outcomes of this pilot study suggest that social Media Literacy is a potentially useful approach for prevention of risk for eating disorders in adolescent girls in the current social Media environment of heightened vulnerability. Replication of this research with larger, randomized controlled trials, and longer follow-up is needed.
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the role of Media Literacy in body dissatisfaction and disordered eating a systematic review
2016Co-Authors: Siân A. Mclean, Susan J. Paxton, Eleanor H. WertheimAbstract:This study comprised a systematic review of literature examining empirical relationships between levels of Media Literacy and body dissatisfaction and disordered eating. The review aimed to integrate research on this topic. Electronic databases were searched for key concepts: Media Literacy, body dissatisfaction, and disordered eating. Media Literacy measures were coded for consistency with Media Literacy constructs. Sixteen eligible studies were identified. Cross-sectional outcomes depended upon the Media Literacy construct assessed. Some relationships between high scores on measures consistent with Media Literacy constructs and low scores on body dissatisfaction and related attitudes were found. Media Literacy-based interventions revealed improvements in Media Literacy constructs realism scepticism, influence of Media, and awareness of Media motives for profit, and improvements in body-related variables, but not disordered eating. Further research examining relationships between theoretically driven Media Literacy constructs and body and eating concerns is needed. Recommendations are made for evaluating Media Literacy-based eating disorder prevention.
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Does Media Literacy Mitigate Risk for Reduced Body Satisfaction Following Exposure to Thin-Ideal Media?
2016Co-Authors: Siân A. Mclean, Susan J. Paxton, Eleanor H. WertheimAbstract:Exposure to thin-ideal Media can contribute to increased body dissatisfaction in adolescent girls. Understanding the factors that may prevent or exacerbate the negative effects of Media exposure on body dissatisfaction is important to facilitate prevention of these problems. This study evaluated the effects of exposure to thin-ideal Media images on body image in three instructional set experimental conditions: appearance comparison, peer norms, and control. An important aim was to examine baseline levels of Media Literacy as a protective factor and trait thin-ideal internalization and trait upward appearance comparison as risk factors. Early adolescent girls ( N = 246) completed baseline measures and 1 week later viewed thin-ideal Media images, before and after which they rated their state body satisfaction. Participants in the appearance comparison instruction but not peer norms instruction condition had significantly reduced body satisfaction. Media Literacy, particularly high levels of critical thinking, mitigated the negative effects of trait thin-ideal internalization and trait upward appearance comparison on body satisfaction outcomes. These findings provide evidence for the role of Media Literacy as a protective factor against the negative effects on body satisfaction of exposure to thin-ideal Media images, and also provide evidence to support the development and implementation of Media Literacy-based body image interventions.
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Mediators of the relationship between Media Literacy and body dissatisfaction in early adolescent girls implications for prevention
2013Co-Authors: Siân A. Mclean, Susan J. Paxton, Eleanor H. WertheimAbstract:This study examined in young adolescent girls the fit of a theoretical model of the contribution of Media Literacy to body dissatisfaction via the Mediating influences of internalisation of Media ideals and appearance comparisons. Female Grade 7 students (N=469) completed self-report assessments of Media Literacy, internalisation, appearance comparisons, body dissatisfaction, and Media exposure. Strong, significant inverse associations between Media Literacy and body dissatisfaction, internalisation, and appearance comparisons were observed. Path analysis revealed that a slightly modified revision of the model provided a good fit to the data. Specifically, body dissatisfaction was influenced directly by appearance comparisons, internalisation, and body mass index, and indirectly by Media Literacy and Media exposure. Indirect pathways were Mediated by appearance comparisons and internalisation. Thus, a relationship between Media Literacy and eating disorder risk factors was observed. Findings may explain positive outcomes of Media Literacy interventions in eating disorder prevention.
Siân A. Mclean - One of the best experts on this subject based on the ideXlab platform.
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social Media Literacy protects against the negative impact of exposure to appearance ideal social Media images in young adult women but not men
2018Co-Authors: Natalie C Tamplin, Siân A. Mclean, Susan J. PaxtonAbstract:Abstract Frequent exposure to appearance ideal social Media is associated with body dissatisfaction. We hypothesised that commercial and peer social Media Literacy would protect against the negative impact of exposure to social Media appearance ideal images on young adults’ body image. The study was presented as an investigation of alcohol promotion on social Media. Participants were 187 women ( M age = 24.6, SD = 3.7) and 187 men ( M age = 22.8, SD = 3.9) who viewed gender-matched alcohol-related appearance ideal social Media images or control images containing alcohol only. Social Media Literacy was assessed prior to image exposure and body satisfaction measured before and after exposure. A negative effect of ideal image exposure on body satisfaction was observed in both women and men. In women only, commercial-social Media Literacy moderated the negative effect of exposure, independent of internalization or body comparison. Inclusion of social Media Literacy skills in prevention interventions is supported.
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a pilot evaluation of a social Media Literacy intervention to reduce risk factors for eating disorders
2017Co-Authors: Siân A. Mclean, Eleanor H. Wertheim, Jennifer Masters, Susan J. PaxtonAbstract:Objective This pilot study investigated the effectiveness of a social Media Literacy intervention for adolescent girls on risk factors for eating disorders. Method A quasi-experimental pre- to post-test design comparing intervention and control conditions was used. Participants were 101 adolescent girls (Mage = 13.13, SD = 0.33) who were allocated to receive three social Media Literacy intervention lessons (n = 64) or to receive classes as usual (n = 37). Self-report assessments of eating disorder risk factors were completed one week prior to, and one week following the intervention. Results Significant group by time interaction effects revealed improvements in the intervention condition relative to the control condition for body image (body esteem–weight; d = .19), disordered eating (dietary restraint; d = .26) and Media Literacy (realism scepticism; d = .32). Discussion The outcomes of this pilot study suggest that social Media Literacy is a potentially useful approach for prevention of risk for eating disorders in adolescent girls in the current social Media environment of heightened vulnerability. Replication of this research with larger, randomized controlled trials, and longer follow-up is needed.
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the role of Media Literacy in body dissatisfaction and disordered eating a systematic review
2016Co-Authors: Siân A. Mclean, Susan J. Paxton, Eleanor H. WertheimAbstract:This study comprised a systematic review of literature examining empirical relationships between levels of Media Literacy and body dissatisfaction and disordered eating. The review aimed to integrate research on this topic. Electronic databases were searched for key concepts: Media Literacy, body dissatisfaction, and disordered eating. Media Literacy measures were coded for consistency with Media Literacy constructs. Sixteen eligible studies were identified. Cross-sectional outcomes depended upon the Media Literacy construct assessed. Some relationships between high scores on measures consistent with Media Literacy constructs and low scores on body dissatisfaction and related attitudes were found. Media Literacy-based interventions revealed improvements in Media Literacy constructs realism scepticism, influence of Media, and awareness of Media motives for profit, and improvements in body-related variables, but not disordered eating. Further research examining relationships between theoretically driven Media Literacy constructs and body and eating concerns is needed. Recommendations are made for evaluating Media Literacy-based eating disorder prevention.
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Does Media Literacy Mitigate Risk for Reduced Body Satisfaction Following Exposure to Thin-Ideal Media?
2016Co-Authors: Siân A. Mclean, Susan J. Paxton, Eleanor H. WertheimAbstract:Exposure to thin-ideal Media can contribute to increased body dissatisfaction in adolescent girls. Understanding the factors that may prevent or exacerbate the negative effects of Media exposure on body dissatisfaction is important to facilitate prevention of these problems. This study evaluated the effects of exposure to thin-ideal Media images on body image in three instructional set experimental conditions: appearance comparison, peer norms, and control. An important aim was to examine baseline levels of Media Literacy as a protective factor and trait thin-ideal internalization and trait upward appearance comparison as risk factors. Early adolescent girls ( N = 246) completed baseline measures and 1 week later viewed thin-ideal Media images, before and after which they rated their state body satisfaction. Participants in the appearance comparison instruction but not peer norms instruction condition had significantly reduced body satisfaction. Media Literacy, particularly high levels of critical thinking, mitigated the negative effects of trait thin-ideal internalization and trait upward appearance comparison on body satisfaction outcomes. These findings provide evidence for the role of Media Literacy as a protective factor against the negative effects on body satisfaction of exposure to thin-ideal Media images, and also provide evidence to support the development and implementation of Media Literacy-based body image interventions.
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Mediators of the relationship between Media Literacy and body dissatisfaction in early adolescent girls implications for prevention
2013Co-Authors: Siân A. Mclean, Susan J. Paxton, Eleanor H. WertheimAbstract:This study examined in young adolescent girls the fit of a theoretical model of the contribution of Media Literacy to body dissatisfaction via the Mediating influences of internalisation of Media ideals and appearance comparisons. Female Grade 7 students (N=469) completed self-report assessments of Media Literacy, internalisation, appearance comparisons, body dissatisfaction, and Media exposure. Strong, significant inverse associations between Media Literacy and body dissatisfaction, internalisation, and appearance comparisons were observed. Path analysis revealed that a slightly modified revision of the model provided a good fit to the data. Specifically, body dissatisfaction was influenced directly by appearance comparisons, internalisation, and body mass index, and indirectly by Media Literacy and Media exposure. Indirect pathways were Mediated by appearance comparisons and internalisation. Thus, a relationship between Media Literacy and eating disorder risk factors was observed. Findings may explain positive outcomes of Media Literacy interventions in eating disorder prevention.
Susan J. Paxton - One of the best experts on this subject based on the ideXlab platform.
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social Media Literacy protects against the negative impact of exposure to appearance ideal social Media images in young adult women but not men
2018Co-Authors: Natalie C Tamplin, Siân A. Mclean, Susan J. PaxtonAbstract:Abstract Frequent exposure to appearance ideal social Media is associated with body dissatisfaction. We hypothesised that commercial and peer social Media Literacy would protect against the negative impact of exposure to social Media appearance ideal images on young adults’ body image. The study was presented as an investigation of alcohol promotion on social Media. Participants were 187 women ( M age = 24.6, SD = 3.7) and 187 men ( M age = 22.8, SD = 3.9) who viewed gender-matched alcohol-related appearance ideal social Media images or control images containing alcohol only. Social Media Literacy was assessed prior to image exposure and body satisfaction measured before and after exposure. A negative effect of ideal image exposure on body satisfaction was observed in both women and men. In women only, commercial-social Media Literacy moderated the negative effect of exposure, independent of internalization or body comparison. Inclusion of social Media Literacy skills in prevention interventions is supported.
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a pilot evaluation of a social Media Literacy intervention to reduce risk factors for eating disorders
2017Co-Authors: Siân A. Mclean, Eleanor H. Wertheim, Jennifer Masters, Susan J. PaxtonAbstract:Objective This pilot study investigated the effectiveness of a social Media Literacy intervention for adolescent girls on risk factors for eating disorders. Method A quasi-experimental pre- to post-test design comparing intervention and control conditions was used. Participants were 101 adolescent girls (Mage = 13.13, SD = 0.33) who were allocated to receive three social Media Literacy intervention lessons (n = 64) or to receive classes as usual (n = 37). Self-report assessments of eating disorder risk factors were completed one week prior to, and one week following the intervention. Results Significant group by time interaction effects revealed improvements in the intervention condition relative to the control condition for body image (body esteem–weight; d = .19), disordered eating (dietary restraint; d = .26) and Media Literacy (realism scepticism; d = .32). Discussion The outcomes of this pilot study suggest that social Media Literacy is a potentially useful approach for prevention of risk for eating disorders in adolescent girls in the current social Media environment of heightened vulnerability. Replication of this research with larger, randomized controlled trials, and longer follow-up is needed.
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the role of Media Literacy in body dissatisfaction and disordered eating a systematic review
2016Co-Authors: Siân A. Mclean, Susan J. Paxton, Eleanor H. WertheimAbstract:This study comprised a systematic review of literature examining empirical relationships between levels of Media Literacy and body dissatisfaction and disordered eating. The review aimed to integrate research on this topic. Electronic databases were searched for key concepts: Media Literacy, body dissatisfaction, and disordered eating. Media Literacy measures were coded for consistency with Media Literacy constructs. Sixteen eligible studies were identified. Cross-sectional outcomes depended upon the Media Literacy construct assessed. Some relationships between high scores on measures consistent with Media Literacy constructs and low scores on body dissatisfaction and related attitudes were found. Media Literacy-based interventions revealed improvements in Media Literacy constructs realism scepticism, influence of Media, and awareness of Media motives for profit, and improvements in body-related variables, but not disordered eating. Further research examining relationships between theoretically driven Media Literacy constructs and body and eating concerns is needed. Recommendations are made for evaluating Media Literacy-based eating disorder prevention.
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Does Media Literacy Mitigate Risk for Reduced Body Satisfaction Following Exposure to Thin-Ideal Media?
2016Co-Authors: Siân A. Mclean, Susan J. Paxton, Eleanor H. WertheimAbstract:Exposure to thin-ideal Media can contribute to increased body dissatisfaction in adolescent girls. Understanding the factors that may prevent or exacerbate the negative effects of Media exposure on body dissatisfaction is important to facilitate prevention of these problems. This study evaluated the effects of exposure to thin-ideal Media images on body image in three instructional set experimental conditions: appearance comparison, peer norms, and control. An important aim was to examine baseline levels of Media Literacy as a protective factor and trait thin-ideal internalization and trait upward appearance comparison as risk factors. Early adolescent girls ( N = 246) completed baseline measures and 1 week later viewed thin-ideal Media images, before and after which they rated their state body satisfaction. Participants in the appearance comparison instruction but not peer norms instruction condition had significantly reduced body satisfaction. Media Literacy, particularly high levels of critical thinking, mitigated the negative effects of trait thin-ideal internalization and trait upward appearance comparison on body satisfaction outcomes. These findings provide evidence for the role of Media Literacy as a protective factor against the negative effects on body satisfaction of exposure to thin-ideal Media images, and also provide evidence to support the development and implementation of Media Literacy-based body image interventions.
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Mediators of the relationship between Media Literacy and body dissatisfaction in early adolescent girls implications for prevention
2013Co-Authors: Siân A. Mclean, Susan J. Paxton, Eleanor H. WertheimAbstract:This study examined in young adolescent girls the fit of a theoretical model of the contribution of Media Literacy to body dissatisfaction via the Mediating influences of internalisation of Media ideals and appearance comparisons. Female Grade 7 students (N=469) completed self-report assessments of Media Literacy, internalisation, appearance comparisons, body dissatisfaction, and Media exposure. Strong, significant inverse associations between Media Literacy and body dissatisfaction, internalisation, and appearance comparisons were observed. Path analysis revealed that a slightly modified revision of the model provided a good fit to the data. Specifically, body dissatisfaction was influenced directly by appearance comparisons, internalisation, and body mass index, and indirectly by Media Literacy and Media exposure. Indirect pathways were Mediated by appearance comparisons and internalisation. Thus, a relationship between Media Literacy and eating disorder risk factors was observed. Findings may explain positive outcomes of Media Literacy interventions in eating disorder prevention.
Renee Hobbs - One of the best experts on this subject based on the ideXlab platform.
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how Media Literacy supports civic engagement in a digital age
2015Co-Authors: Hans Martens, Renee HobbsAbstract:Young people are making active use of the Internet in ways that may or may not contribute to civic engagement. Whereas some scholars believe that civic engagement arises naturally from digital Media use, others believe that Media Literacy education is needed to provide the cognitive and social scaffolding that systematically supports civic engagement. Research with a sample of 400 American high school students explores the relationship between participation in a Media Literacy program, academic ability, frequency of Internet use, information-gathering motives, news and advertising analysis skills, and the intention toward civic engagement. Findings show that students in a selective-admission Media Literacy program have substantially higher levels of Media knowledge and news and advertising analysis skills than other students. Participation in a Media Literacy program was positively associated with information-seeking motives, Media knowledge, and news analysis skills. Moreover, information-seeking motives...
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discovering Media Literacy teaching digital Media and popular culture in elementary school
2013Co-Authors: Renee Hobbs, David MooreAbstract:Preface Acknowledgments About the Authors Introduction Part I. Why Digital and Media Literacy Matters Chapter 1. Digital and Media Literacy Lesson: What's Inside and Outside the Frame Chapter 2. Motivations for Teaching Digital and Media Literacy Lesson: Target Audience Music Remix Part II. Work With InterMediate Students Chapter 3. Connecting Culture and Classroom Lesson: Creating Realistic Dialogue Chapter 4. Asking Questions About Media and Popular Culture Lesson: Celebrity You Chapter 5. Making Media Lesson: Screencasting the Critical Questions Chapter 6. Everything Is Social Lesson: Bootleg Cola: Pro and Con Part III. Work With Primary Children in Grades K-2 Chapter 7. Media Literacy for Young Learners Lesson: The Ant and the Grasshopper Chapter 8. Authors and Audiences Lesson: Collaborative Storytelling Part IV. Approaches to Teacher Education Chapter 9. Transforming Practice Part V. Extras Resource A. Learning Targets for Digital and Media Literacy With Young Learners Resource B. Glossary for Kids Resource C. Glossary of Concepts Resource D. About the PVK Instructors Index
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Media Literacy and Media bias are Media Literacy students less susceptible to nonverbal judgment biases
2012Co-Authors: Elisha Babad, Eyal Peer, Renee HobbsAbstract:The phenomenon of nonverbal (NV) Media bias has been established and investigated in recent studies. A series of controlled experiments demonstrated that the friendly or hostile NV behavior of a TV interviewer in a short political interview can systematically influence viewers’ impressions of the interviewed politician and their attributions about the interviewee. Consistent Media bias effects emerged in a series of independent samples in four countries, and several cognitive and motivational remedies for reducing Media bias were investigated (Babad, 1999, 2005; Babad & Peer, 2010; Babad, Peer, & Benayoun, in press). The present study carried the investigation into the educational realm, focusing on the question of whether participation in a course in Media Literacy education, intended to inoculate students against Media influences and to increase their mindfulness as consumers of the mass Media, might reduce the students’ susceptibility to Media bias.
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the state of Media Literacy a response to potter
2011Co-Authors: Renee HobbsAbstract:Potter's essay on the state of Media Literacy purports to represent the current state of the field, but omits much of the innovative work that has emerged in the last 10 years from scholars across the fields of communication, education, and public health. The review does not include mention of the development of numerous Media Literacy education initiatives by educational practitioners working in both formal and in informal education. By conceptualizing Media Literacy as a response to counteract the negative effects of mass Media and popular culture, Potter fails to capture the depth and complexity of the field.
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digital and Media Literacy connecting culture and classroom
2011Co-Authors: Renee HobbsAbstract:Preface Publisher's Acknowledgments About the Author Access 1. Why Digital and Media Literacy 2. Research as Authentic Inquiry Analyze 3. Critical Questions, Close Reading 4. The Power of Representation Create 5. Composing With Media Across the Curriculum Reflect 6. Protection and Empowerment 7. Life Online Take Action 8. What in the World: Teaching With Current Events 9. Infusing Digital and Media Literacy Across the Curriculum Endnotes Bibliography Index
Federico Schena - One of the best experts on this subject based on the ideXlab platform.
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the implementation and evaluation of a Media Literacy intervention about paes use in sport science students
2020Co-Authors: Luca Mallia, Andrea Chirico, Arnaldo Zelli, Federica Galli, Tommaso Palombi, Laura Bortoli, Cristiana Conti, Pierluigi Diotaiuti, Claudio Robazza, Federico SchenaAbstract:With respect to both competitive and amatorial/fitness sports, Media may strongly influence young people’s opinions and behaviors concerning the use of PAES (Performance and Appearance Enhancing Substances). The present investigation addressed this topic by focusing on sport sciences students’ beliefs concerning the possible role of Media and on the implementation and evaluation of a PAES-focus Media Literacy intervention conducted with sport science students. This study relied on a sample of 521 students (attrition rate 10.3%) (45.1% female, mean age=22.6, SD=2.20), which provided baseline data on students’ levels of Media Literacy concerning the use of PAES (i.e., “descriptive sample”), and a sample of 248 students, which participated to and provided data on the Media Literacy intervention. This latter sample included a group of 128 students (44.5% female, mean age=23.03, SD=3.76) who actively participated to the intervention (i.e., “intervention group”), and a group of 120 students who did not (i.e., “control group”, 53.3% female, mean age=22.25, SD=2.47). All students filled out Media Literacy questionnaires targeting students’ awareness of Media influence, their views about the realism of Media contents, their sense of confidence in dealing with Media messages, and their positive attitudes toward PAES use. Analyses of questionnaire data showed that students are relatively quite aware of Media influence on people’s views and behaviors with respect to PAES use. At the same time, students also believed that young people do not consider Media as “realistic sources” of information; nonetheless, they also did not consider themselves so capable of dealing effectively with Media messages. With respect to the intervention, students overall appreciated and greatly welcomed the educational program on Media Literacy, and the analyses of intervention data across intervention and control groups showed that key Media Literacy variables changed over time, attesting the overall effectiveness of the intervention.