Background. A number of parenting programs, aimed at improving parenting competencies, have recently been adapted or designed with the use of online technologies. Although web-based services have been claimed to hold promise for parent support, a meta-analytic review of online parenting interventions is lacking. Method. A systematic review was undertaken of studies (n = 19), published between 2000 and 2010, that describe parenting programs of which the primary components were delivered online. Seven programs were adaptations of traditional, mostly evidencebased, parenting interventions, using the unique opportunities of internet technology. Twelve studies (with in total 54 outcomes, Ntot parents = 1,615 and Ntot children = 740) were included in a meta-analysis. Results. The meta-analysis showed a statistically signifi cant medium effect across parents outcomes (ES = 0.67; se = 0.25) and child outcomes (ES = 0.42; se = 0.15). Conclusions. The results of this review show that web-based parenting programs with new technologies offer opportunities for sharing social support, consulting professionals and training parental competencies. The metaanalytic results show that guided and self-guided online interventions can make a signifi cant positive contribution for parents and children. The relation with other metaanalyses in the domains of parent education and web-based interventions is discussed.
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The present study proposes a framework for university students’ metaverse technologies in education acceptance and intention to use. The study is based on the Technology Acceptance Model (TAM). Data used are coming from two universities and are compared to each other. 311 university students from The Netherlands and 292 from Greece participated, gathering 513 valid answers to analyze (285 from The Netherlands and 228 from Greece). The objectives of the study are to analyze the relationship between students’ intention to use metaverse in education technologies (hereafter named MetaEducation) in correlation with selected constructs of TAM such as Attitude (ATT), Perceived Usefulness (PU), Perceived Ease of Use (PE), Self-efficacy (SE) of the metaverse technologies in education, and Subjective Norm (SN). Furthermore, we want to research any cultural differences between the two populations based on their answers. Therefore, we propose two different structural models from the SEM analysis, once for each country. For both proposed models, different and individual analysis is conducted. We decided not to combine the datasets, since the samples present several cultural differences. The proposed models will be useful to universities’ managers, policymakers, and professors to better incorporate the upcoming metaverse technology. The present study tests the correlations among the aforementioned constructs. Preliminary results show a hesitance to use MetaEducation technologies from university students from both countries. Self-efficacy and Subjective Norms affect Attitude and Perceived Usefulness positively, but on the other side, there is no strong correlation between Perceived Ease of Use and Attitude or Perceived Usefulness and Attitude. Authors believe that the weak ties among the study constructs have to do with the lack of knowledge of what really MetaEducation really is, and which are its advantages of use.
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Today, consumers expect companies to be socially responsible. However, the literature is undecided about the effects of communicating one's corporate social responsibility activities to consumers. This raises the question of how sustainability-driven companies can best advertise their products to stimulate ethical consumption: using self-benefit frames, where the main beneficiary is the consumer, or using other-benefit frames, where the main beneficiary is a third party. Using three experiments, this study examines the effect of other-benefit (vs. self-benefit) advertising frames on consumers' impulse purchases from sustainability-driven companies. Increasing impulse purchases can help such companies to strengthen their competitive positions. Additionally, it is studied to what extent two types of justification (moral versus deservingness) explain the proposed effect of advertising frames. The results show that only other-benefit frames affect impulse buying behavior, both directly, as mediated by moral justification. This study's insights may help sustainability-driven companies to decide on their advertising strategies by providing evidence that other-benefit-framed advertisements are more effective in enhancing impulse purchases than self-benefit-framed advertisements.
