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Most new media research focuses on behavior as a measure of engagement, while the psychological state of being occupied with its content has received little attention. This study examined news engagement beyond pure action observation by exploring young people’s psychological experiences with the news.

The study carried out a digital native’s survey on 212 people (18–28 years). The focus of the survey was on understanding individuals’ engagement with online news using affective and cognitive components. The authors compared the influence of each type of engagement on youth consumption of and attitudes toward online news.

The results of the hierarchical regression analysis showed that affective engagement can be a stronger predictor of online news consumption than cognitive engagement. While affective engagement significantly predicts positive attitudes toward online news, cognitive engagement had no significant effect.

These findings suggest that “engaging the heart” is more influential than “engaging the mind” in drawing young people to the news in today’s information environment. The study thus contributes to the understanding of the cognitive and emotional focus on news content and their importance in shaping young people’s expectations of online news. The findings from this study could have broader implications for future trends in online news consumption.

This paper aims to examine the role of bullying victimization in predicting psychopathology, encompassing post-traumatic stress disorder (PTSD), risk of developing prodromal psychosis and emotional and behavioural problems, among in-school Nigerian adolescents.

A total of 351 junior secondary students (n = 173 males, 178 females; age range: 9–17 years) were recruited from five randomly selected public secondary schools in Nigeria. Students completed a variety of self-report measures, including a socio-demographic questionnaire, the prodromal questionnaire – brief version, the strengths and difficulties questionnaire (SDQ) and the multidimensional peer victimization scale. They were also interviewed using the PTSD module of the Mini International Neuropsychiatric Interview-Kid Version.

Although bullying victimization was not found to predict the presence of PTSD, it predicted the risk of developing prodromal psychosis. All SDQ subscales also held significant positive associations with bullying victimization. This indicates that higher levels of victimization are associated with increased behavioural and emotional difficulties among adolescents.

The study findings add support to whole system approaches involving relevant stakeholders in health, education, social and criminal justice sectors via protective policies to address the problems of bullying in schools.

The study contributes to evidence demonstrating a need for improved understanding regarding the role of exposure to bullying victimization in predicting various forms of psychopathology. Furthermore, there is specifically a need for research with this focus in developing countries in sub-Saharan Africa and the Nigerian education system.

Despite being conjointly stronger in their synergies in the past, there is still a significant gap between management and organization studies and sociology. The temporal lag is also, on occasion, a substantive lag. The emergent sociological concept of emotional reflexivity has recently been used in organizational studies. The question that animates this contribution concerns the nature of this translation, reception, and extension; thus, we ask how organization studies have been using the sociological concept of emotional reflexivity? We will examine recent seminal sociological studies on emotional reflexivity to answer this inquiry and consider some organizational studies citing these. We describe the reception of sociological ideas of emotional reflexivity in management and organization studies literature. By analyzing the differences and disconnections produced within this discourse, it will be possible to understand that emotional reflexivity is rarely addressed in emotional encounters between people and other modes of being in modern organizations. We introduce narrative fiction as a method; the narrative focuses on the relationships between humans and other beings in the workplace dynamics of a vocational school. The story tells how Charlie, a deaf student, changed his life after entering the vocational school and becoming involved with different pedagogical teaching-learning strategies. Adopting two deaf dogs, which had both suffered from past unsuccessful adoption experiences, produced life-enhancing emotional reflexivity. We conclude with a research agenda scoping further directions.

Organizations are confronted with problems and political risks to which they have to respond, presenting a need to develop tools and frames of understanding requisite to do so. In this article, we argue for the necessity of cultivating “political judgment” with a “sense of reality,” especially in the upper echelons of organizations. This article has two objectives: First to highlight how a number of recent interlinked developments within organizational analysis and practice have contributed to weakening judgment and its accompanying “sense of reality.” Second, to (re)introduce some canonical works that, although less in vogue recently, provide both a source of wisdom and frames of understanding that are key to tackling today’s problems. We begin by mapping the context in which the need for the cultivation of political judgment within organizations has arisen: (i) increasing proliferation of political risks and “wicked problems” to which it is expected that organizations adapt and respond; (ii) a wider historical and contemporary context in which the exercise of judgment has been undermined – a result of a combination of economics-inspired styles of theorizing and an associated obsession with metrics. We also explore the nature of “political judgment” and its accompanying “sense of reality” through the work of authors such as Philip Selznick, Max Weber, Chester Barnard, and Isaiah Berlin. We suggest that these authors have a weighty “sense of reality”; are antithetical to “high,” “abstract,” or “axiomatic” theorizing; and have a profound sense of the burden from exercising political judgment in difficult organizational circumstances.

Status distinctions matter among heterogeneous organizations within a socio-environmental field. This is exemplified in the food waste field, where six types of organizations employ different excess strategies to address the issue. Theoretically, we propose that status is constructed internally through advice relationships and externally through evaluations. We posit that organizations conducting evaluations and advocating legitimate principles based on expertise (i.e., Others) are status winners. Our mixed-method study confirms that Others hold privileged positions and identifies status inconsistencies. By critically illuminating these status dynamics, we contribute to a better understanding of the roles of organizations and status in tackling socio-environmental issues.

Education tends to colonize. Established authorities (teachers, curricula, and examinations) instruct newcomers, extending conditional membership. This presents a dilemma for teachers seeking to instill in their students habits of critical, creative, and lateral thinking. In Australia as elsewhere, blueprint educational documents embody lofty aspirational statements of inclusion and investment in people and their potential. Yoked to this is a regime routinely imposing high-stakes basic-skills testing on school students, with increasingly constrictive ways of doing, while privileging competition over collaboration. This chapter explores more informal, organic learning. This self-study narrative inquiry explores my career in terms of a struggle to be my most evolved, enlightened self, as opposed to a small-minded, small-hearted mini-me. To balance this, I examine responsible autonomy (including my own), rather than freedom. This chapter also explores investment in humans, with the reasonable expectation of a return on that investment. It draws and reflects upon events in or impacting my hometown, Sydney, Australia, focusing largely on WorldPride, the Women's World Cup, and a referendum on an Indigenous voice to parliament, all of which took place as I compiled this chapter. Accordingly, the narrative focuses primarily on sexuality, gender, and race. I explore the capacity of my surroundings to teach me and my capacity to learn from my surroundings. The findings and discussion comprise diary-type entries of significant events and their implications for (my) excessive entitlement. The final section of this chapter reviews what and how I have learned.