Despite growing interest in prompt engineering, its influence on user experience—particularly in relation to cultural communication norms—remains largely unexplored. This controlled experiment examined how respectful versus directive prompting—a culturally meaningful contrast in Korean—affects Korean users’ psychological experience during LLM interactions. Forty-three Korean female college students were randomly assigned to respectful prompt (RP) (using polite requests, compliments, and gratitude) or directive prompt (DP) (using imperatives, criticism, and performance-based penalties) conditions. Participants completed a writing task using ChatGPT. Results indicated that RPs yielded significantly higher satisfaction, particularly for affinity and likability, whereas the difference in perceived output quality was smaller and nonsignificant. Furthermore, RPs elicited socially supportive ChatGPT responses, whereas DPs were followed by apologies, suggesting bidirectional social adaptation between users and ChatGPT. Together, these findings suggest that culturally grounded communicative conventions may shape users’ subjective experience even where perceived output quality does not differ significantly, pointing to culturally adaptive large language model systems that recognize diverse communication patterns as essential design considerations rather than imposing universal paradigms.
Examining the associations between cyberbullying involvement and psychoeducational factors may contribute to a better understanding of adolescents' experiences in online peer contexts. The aim of this study was to examine the associations between cyberbullying involvement, considering the roles of cybervictim, cyberaggressor, and cyberbystander, and three psychoeducational constructs: social anxiety, school refusal, and academic goals. A total of 1,412 Spanish secondary and upper-secondary school students aged 12-18 years (M = 14.36, SD = 1.65) completed a battery of questionnaires assessing cyberbullying, social anxiety, school refusal, and academic goals. Three independent binary logistic regression models were conducted, one for each cyberbullying role, using the psychoeducational dimensions as predictors. The findings showed that the associations varied according to both the psychoeducational dimension and the cyberbullying role. In particular, Discomfort and avoidance in social situations in general was positively associated with cybervictimization, cyberaggression, and cyberbystanding, whereas other dimensions of social anxiety showed negative associations with some roles. Avoidance of stimuli or situations related to the school context was positively associated with the three cyberbullying roles. Learning and Achievement goals were negatively associated with cybervictimization, cyberaggression, and cyberbystanding, whereas Social reinforcement goals were positively associated with cyberaggression. These findings highlight the multidimensional nature of the associations between psychoeducational factors and cyberbullying involvement and support the consideration of individual and educational variables in the design of prevention and intervention strategies during adolescence.
As multiplayer online games increasingly evolve into prominent social platforms, toxic behavior (TB), a range of negative player interactions, has attracted growing scholarly attention. However, existing research remains fragmented, lacking conceptual clarity and systematic synthesis. Thus, this study conducted a systematic review of 48 empirical studies on TB, examining its definitions, classifications and measurements, correlates, perceived consequences, and coping strategies. This study identified four main approaches to defining TB, including umbrella, subconcept, impact-based approach, and intent-based approach, highlighting form and intent as key dimensions for its classification. The occurrence of TB was related to social beliefs, technological features, game-related experiences, and individual characteristics. It was perceived to harm gaming ecosystems and players' psychological well-being and may reinforce antisocial attitudes. To combat it, players employ a range of coping strategies, including internally oriented detachment and externally oriented interventions. Finally, this study outlines future research directions and discusses its theoretical and practical implications.
