TY  - JOUR
A1  - Haase, Jennifer
A1  - Vladova, Gergana
A1  - Bender, Benedict
T1  - Dating on a different stage, but with the same habits
BT  - an analysis of offline vs. online dating behavior
JF  - PsyArXiv
N2  - This study aims to compare online vs. offline flirting and dating behavior using the example of the location-based real-time dating (LBRTD) app Tinder, a popular dating platform. We focus on persons' self-descriptions like self-esteem, social desirability, state social anxiety, and adjustment behavior on Tinder and the perceived data privacy of the app. Data was gathered using a survey approach with Tinder users reporting their behavior in offline and online settings. The comparison between offline and online behavior was made using Response Surface Analysis. The results suggest that the different conditions of the natural and digital worlds do not influence the individual's behavior and emotional perception. The results are analyzed and discuss gender, age, motivation to use the app, and the user's relationship status.
KW  - Online behavior
KW  - Online Dating
KW  - Data Privacy
KW  - Self-esteem
KW  - Tinder
Y1  - 2022
U6  - https://doi.org/10.31234/osf.io/kj68b
IS  - 245
ER  - 
TY  - JOUR
A1  - Haase, Jennifer
A1  - Hanel, Paul H. P.
T1  - Priming creativity: Doing math reduces creativity and happiness whereas playing short online games enhance them
JF  - Frontiers in Education
N2  - Creative thinking is an indispensable cognitive skill that is becoming increasingly important. In the present research, we tested the impact of games on creativity and emotions in a between-subject online experiment with four conditions (N = 658). (1) participants played a simple puzzle game that allowed many solutions (priming divergent thinking); (2) participants played a short game that required one fitting solution (priming convergent thinking); (3) participants performed mental arithmetic; (4) passive control condition. Results show that divergent and convergent creativity were higher after playing games and lower after mental arithmetic. Positive emotions did not function as a mediator, even though they were also heightened after playing the games and lower after mental arithmetic. However, contrary to previous research, we found no direct effect of emotions, creative self-efficacy, and growth- vs. fixed on creative performance. We discuss practical implications for digital learning and application settings.
KW  - creativity
KW  - priming
KW  - enhancement
KW  - math
KW  - games
KW  - happiness
Y1  - 2022
U6  - https://doi.org/10.3389/feduc.2022.976459
SN  - 2504-284X
PB  - Frontiers
CY  - Lausanne, Schweiz
ER  -