7 research outputs found

    Online Reader Comments as Indicator for Perceived Public Opinion

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    The emergence of online reader comments over the past years has made opinions of readers more visible to journalists and users of news websites. This article discusses whether online reader comments provide a representative picture of the opinion of news site users and how this affects the perceived public opinion. Findings of an online survey among the users of eight Swiss newspapers indicate that comments are not representative since people who write comments tend to differ from those reading the comments with respect to gender, age, and political orientation. Of special interest is the finding that those writing comments tend to be politically further right than those reading comments and that โ€œrightistsโ€ are writing more frequently. However, readers of the comments are not aware of this bias, leading to a systematically distorted perception of public opinion. Different types of regulation are discussed with respect to their acceptance as well as their potential impact on comments.Die weitverbreitete Kommentarfunktion bei Online-Zeitungen hat die Meinung der Leser fรผr die Journalisten und Nutzer einer Webseite sichtbarer gemacht. Dieser Artikel geht deshalb der Frage nach, ob die Kommentare ein reprรคsentatives Abbild der Lesermeinung liefern kรถnnen und wie dies die wahrgenommene รถffentliche Meinung beeinflusst. Eine Online-Umfrage bei den Nutzern von acht Schweizer Online-Zeitungen zeigt, dass sich die Schreiber von Kommentaren hinsichtlich Geschlecht, Alter und politischer Orientierung signifikant von den Lesern unterscheiden. Auffรคllig ist dabei insbesondere, dass die Schreiber politisch stรคrker rechts orientiert sind als die Leser und โ€žRechteโ€œ hรคufiger Kommentare schreiben. Diese Verzerrung wird von den Nutzern der Webseiten jedoch nicht wahrgenommen und die in den Kommentaren vertretene Meinung als Indikator fรผr die Meinung der Leser betrachtet. Basierend auf diesen Befunden diskutiert der Beitrag verschiedene Mรถglichkeiten, Online-Leserkommentare zu regulieren

    Get Out of the Nest! Drivers of Social Influence in the #TwitterMigration to Mastodon

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    The migration of Twitter users to Mastodon following Elon Musk's acquisition presents a unique opportunity to study collective behavior and gain insights into the drivers of coordinated behavior in online media. We analyzed the social network and the public conversations of about 75,000 migrated users and observed that the temporal trace of their migrations is compatible with a phenomenon of social influence, as described by a compartmental epidemic model of information diffusion. Drawing from prior research on behavioral change, we delved into the factors that account for variations across different Twitter communities in the effectiveness of the spreading of the influence to migrate. Communities in which the influence process unfolded more rapidly exhibit lower density of social connections, higher levels of signaled commitment to migrating, and more emphasis on shared identity and exchange of factual knowledge in the community discussion. These factors account collectively for 57% of the variance in the observed data. Our results highlight the joint importance of network structure, commitment, and psycho-linguistic aspects of social interactions in describing grassroots collective action, and contribute to deepen our understanding of the mechanisms driving processes of behavior change of online groups

    The Human Dimensions of Aquatic Invasive Species Management in Texas Freshwaters

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    Effective aquatic invasive species (AIS) management requires resource-users engage in mitigation behaviors that prevent unintentional AIS spread. As such, it is necessary to examine the behaviors users currently engage in, why they chose to do so or not, and how might natural resource managers influence users to engage is necessary behaviors. Informed by theories from social and environmental psychology, this dissertation examines normative social aspects of Texas boaters' AIS mitigation behaviors, i.e., perceived and actual social norms. Chapter II draws on the return potential framework to understand the relationship between boaters injunctive beliefs (beliefs concerning what should be done) and descriptive beliefs (beliefs concerning what is be done). Chapter III employs a quasi-experimental design to examine how different message frames affect boaters' intentions to engage in AIS mitigation behaviors. Chapter IV examines the belief-behavior process by asking how descriptive and injunctive beliefs and aspects of social comparison influence behavior. Collectively, findings from the three studies have implications for practice and theory. For theory, findings have direct implications for the plausibility of theoretical tenets related to normative social influence and the conditions under which normative social beliefs do or do not affect behavior. For practice, findings highlight influential variables that influence a boater's decision to engage in AIS mitigation, providing practitioners with insights to influence or facilitate behaviors that result in desired outcomes

    ์ธ๋ฌผ์˜ ๋”ฐ๋œปํ•จ๊ณผ ์œ ๋Šฅํ•จ์„ ์ค‘์‹ฌ์œผ๋กœ

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    ํ•™์œ„๋…ผ๋ฌธ(์„์‚ฌ) -- ์„œ์šธ๋Œ€ํ•™๊ต๋Œ€ํ•™์› : ์‚ฌํšŒ๊ณผํ•™๋Œ€ํ•™ ์–ธ๋ก ์ •๋ณดํ•™๊ณผ, 2021.8. ์ด์ค€์›….What should the health campaign focus on in order to promote health behavior which is stigmatized as "weak" and "incompetent"? This study is designed to investigate what attributes a campaign character should have in order to effectively convey a message that we should seek professional help when struggling with mental health issues. Previous studies tend to focus only on the effects of "testimony of treatment and recovery" obtained from those who experienced mental health problems or on the effect of celebrities' treatment confessions. In the hope of reducing stigma, those used to put up a person, who lives a normal life in spite of mental difficulties, as a speaker for the campaign message. There are few researches that examine what attributes the character should have specifically. This study is based on the idea that it would be possible to offset the stigma effect and bring positive effects to attitude, social norms, and perceived behavioral control by introducing a character with certain attributes which inspire others to willingly emulate those as a main speaker for the health campaign message. Accepting the findings of the previous studies that social perception of person assessment is largely divided into two attributes, "warmth" and "competence", the study formulated the research hypothesis and questions about the effects on self-stigma, social stigma, attitude, social norms, perceived behavioral control, and behavioral intention, with the two attributes and presentation of descriptive norms for professional help seeking as the experimental variables. For the method of the study, it adopted an experimental design that considered the interaction between the three factors - 2(Presentation of 'competence' information: Yes/No) * 2(Presentation of 'warmth' information: Yes/No) * 2(Presentation of descriptive norms for professional help seeking: Yes/No). 621 college students in their 20s belonging to a survey respondent panel of an online research company participated in the experiment. As a result of the study, (1) with regard to self-stigma, the main effect of experimental treatment 'warmth' was found, and with regard to social stigma, the interaction effect of 'warmth' and 'competence' was found. (2) As for the perceived injunctive norms associated with professional help seeking, the main effect of presentation of warmth, competence, and descriptive norms was found. (3) In case of perceived behavioral control, both the main effect of competence, warmth, and presentation of college students' descriptive norms associated with professional help seeking and the interaction effect between the factors were found not to be significant. (4) As for attitude and behavioral intention, the main effect of experimental treatment 'competence' and 'warmth' was found. The study, also, verified whether vertical identification based on the perception of superiority has a greater effect on professional help seeking-related intention, attitude, perceived behavioral control, self-stigma, and social stigma than horizontal identification based on the perception of similarity. As a result, (5) it was found that horizontal identification had a positive effect only on the intention of professional help seeking, while it didn't have any on the other variables. On the other hand, it indicated that vertical identification had a positive effect on all the variables. Also, path analysis and mediation analysis with bootstrapping were conducted to verify if vertical identification mediates the effect of presentation of norms, warmth, and competence on the variables. (6)As a result of the analysis, it was found that vertical identification mediates the relationship between warmth and professional help seeking-related social stigma, self-stigma, injunctive norms, attitude, and behavioral intention. In addition, it was confirmed that it mediates the relationship between presentation of competence and social stigma, self-stigma, injunctive norms, attitude, and intention. It also was verified that it mediates the relationship between presentation of norms and self-stigma, injunctive norms, attitude, and intention (7)Lastly, it clarified the correlations between the key variables by using a path model, and the difference between the effects of social stigma and self-stigma was confirmed. To be more specific, social stigma associated with professional help seeking didn't have a significant effect on professional help seeking-related perceived behavioral control, attitude, and behavioral intention, while self-stigma had a negative effect directly on all the variables. (8) Self-stigma was found to mediate the relationship between social stigma and professional help seeking-related intention, attitude, perceived behavioral control, college students' perceived injunctive norms.โ€˜๋‚˜์•ฝํ•œ ํ–‰๋™โ€™, โ€˜๋ฌด๋Šฅ๋ ฅํ•œ ์ผโ€™ ๋“ฑ์œผ๋กœ ๋‚™์ธ์ด ์ฐํžŒ ๊ฑด๊ฐ•ํ–‰์œ„๋ฅผ ์ด‰์ง„ํ•˜๊ธฐ ์œ„ํ•ด ์–ด๋–ป๊ฒŒ ๊ฑด๊ฐ• ์บ ํŽ˜์ธ๋ฅผ ํ•ด์•ผ ํ• ๊นŒ. ์ด ์—ฐ๊ตฌ๋Š” ์ •์‹ ์  ์–ด๋ ค์›€์„ ๊ฒช์„ ์‹œ ์ „๋ฌธ์  ๋„์›€์„ ์ถ”๊ตฌํ•ด์•ผ ํ•œ๋‹ค๋Š” ๋ฉ”์‹œ์ง€๋ฅผ ํšจ๊ณผ์ ์œผ๋กœ ์ „๋‹ฌํ•˜๊ธฐ ์œ„ํ•ด ์บ ํŽ˜์ธ์˜ ๋“ฑ์žฅ์ธ๋ฌผ์ด ์–ด๋–ค ์†์„ฑ์„ ๊ฐ–์ถ”๋ฉด ์ข‹์€์ง€ ํƒ๊ตฌํ•œ๋‹ค. ๊ธฐ์กด ์—ฐ๊ตฌ์—์„œ๋Š” ์ •์‹ ์  ๋ฌธ์ œ๋ฅผ ๊ฒฝํ—˜ํ•œ ์ธ๋ฌผ์˜ โ€˜์น˜๋ฃŒํšŒ๋ณต ์ฆ์–ธโ€™ ํšจ๊ณผ๋งŒ์„ ์‚ดํ”ผ๊ฑฐ๋‚˜, ์œ ๋ช…์ธ์˜ ์น˜๋ฃŒ๊ณ ๋ฐฑ ํšจ๊ณผ๋ฅผ ์—ฐ๊ตฌํ•˜๋Š” ๋ฐ ์น˜์ค‘ํ–ˆ๋‹ค. ๋‚™์ธ์„ ๊ฐ์†Œํ•˜๊ธฐ ์œ„ํ•ด์„œ ์ •์‹ ์ ์ธ ์–ด๋ ค์›€์—๋„ ๋ถˆ๊ตฌํ•˜๊ณ  ์ผ์ƒ์ ์ธ ์‚ถ์„ ์ˆœ์กฐ๋กญ๊ฒŒ ์˜์œ„ํ•˜๋Š” ์ธ๋ฌผ์„ ์บ ํŽ˜์ธ ๋ฉ”์‹œ์ง€์˜ ํ™”์ž๋กœ ๋‚ด์„ธ์šฐ๋Š” ๋ฐ ์ดˆ์ ์„ ๋งž์ถ”์—ˆ๋‹ค. ๊ทธ๋Ÿฌ๋‚˜ ๊ตฌ์ฒด์ ์œผ๋กœ ์ธ๋ฌผ์ด ์–ด๋–ค ์กฐ๊ฑด์„ ๊ฐ–์ถ”์–ด์•ผ ํ•˜๋Š”์ง€์— ๋Œ€ํ•ด์„œ ์ฒœ์ฐฉํ•œ ์—ฐ๊ตฌ๋Š” ์ฐพ๊ธฐ ํž˜๋“ค๋‹ค. ์ด ์—ฐ๊ตฌ์—์„œ๋Š” ๊ธฐ๊บผ์ด ๋ณธ๋ฐ›๊ณ  ์‹ถ์€ ์†์„ฑ์„ ์ง€๋‹Œ ์ธ๋ฌผ์„ ๊ฑด๊ฐ• ์บ ํŽ˜์ธ ๋ฉ”์‹œ์ง€์˜ ํ™”์ž๋กœ ๋‚ด์„ธ์›€์œผ๋กœ์จ ๋‚™์ธํšจ๊ณผ๋ฅผ ์ƒ์‡„ํ•  ์ˆ˜ ์žˆ๊ณ , ์ด๋ฅผ ํ†ตํ•ด ํƒœ๋„, ์‚ฌํšŒ๊ทœ๋ฒ”, ์ง€๊ฐ๋œ ํ–‰์œ„ํ†ต์ œ์—๋„ ๊ธ์ •์ ์ธ ํšจ๊ณผ๋ฅผ ์œ ๋ฐœํ•  ์ˆ˜ ์žˆ๋‹ค๋Š” ๋ฐ ์ฐฉ์•ˆํ–ˆ๋‹ค. ์ธ๋ฌผ ํ‰๊ฐ€์— ๋Œ€ํ•œ ์‚ฌํšŒ์  ์ธ์‹์ด โ€˜๋”ฐ๋œปํ•จโ€™๊ณผ โ€˜์œ ๋Šฅํ•จโ€™์ด๋ผ๋Š” ๋‘ ์ฐจ์›์œผ๋กœ ์ด๋ฃจ์–ด์ง„๋‹ค๋Š” ์„ ํ–‰์—ฐ๊ตฌ๋ฅผ ์ˆ˜์šฉํ•ด์„œ, ์ด ๋‘ ์†์„ฑ๊ณผ ์ „๋ฌธ์  ๋„์›€์ถ”๊ตฌ์— ๋Œ€ํ•œ ๊ธฐ์ˆ ๊ทœ๋ฒ” ์ œ์‹œ๋ฅผ ์‹คํ—˜๋ณ€์ˆ˜๋กœ ์‚ผ์•„ ์‚ฌํšŒ์  ๋‚™์ธ, ์ž๊ธฐ๋‚™์ธ, ์‚ฌํšŒ์  ๊ทœ๋ฒ”, ํƒœ๋„, ์ง€๊ฐ๋œ ํ–‰์œ„ํ†ต์ œ, ๊ทธ๋ฆฌ๊ณ  ํ–‰์œ„์˜๋„ ๋“ฑ์— ๋ฏธ์น˜๋Š” ํšจ๊ณผ์— ๋Œ€ํ•œ ์—ฐ๊ตฌ๊ฐ€์„ค๊ณผ ์งˆ๋ฌธ์„ ์„ค์ •ํ–ˆ๋‹ค. ์—ฐ๊ตฌ๋ฐฉ๋ฒ•์œผ๋กœ 2(์œ ๋Šฅํ•จ ์ •๋ณด ์ œ์‹œ : ์œ , ๋ฌด)x2(๋”ฐ๋œปํ•จ ์ •๋ณด ์ œ์‹œ : ์œ , ๋ฌด)x2(์ „๋ฌธ์  ๋„์›€์ถ”๊ตฌ์— ๋Œ€ํ•œ ๊ธฐ์ˆ ๊ทœ๋ฒ” ์ œ์‹œ: ์œ , ๋ฌด) ๋“ฑ ์ด 3์š”์ธ ๊ฐ„ ์ƒํ˜ธ์ž‘์šฉ์„ ๊ณ ๋ คํ•œ ์‹คํ—˜์„ค๊ณ„๋ฅผ ์ฑ„ํƒํ–ˆ๋‹ค. ์˜จ๋ผ์ธ ๋ฆฌ์„œ์น˜ ํšŒ์‚ฌ์˜ ์‘๋‹ต์ž ํŒจ๋„์— ๊ฐ€์ž…ํ•œ 20๋Œ€ ๋Œ€ํ•™์ƒ 621๋ช…์ด ์‹คํ—˜์— ์ฐธ์—ฌํ–ˆ๋‹ค. ์—ฐ๊ตฌ๊ฒฐ๊ณผ, (1) ์ž๊ธฐ๋‚™์ธ์— ๋Œ€ํ•ด์„œ๋Š” ๋”ฐ๋œปํ•จ ์‹คํ—˜์ฒ˜์น˜๊ฐ€ ๋ฏธ์น˜๋Š” ์ฃผํšจ๊ณผ๋ฅผ ๋ฐœ๊ฒฌํ–ˆ๊ณ , ์‚ฌํšŒ์  ๋‚™์ธ์— ๋Œ€ํ•ด์„œ๋Š” ๋”ฐ๋œปํ•จ๊ณผ ์œ ๋Šฅํ•จ์˜ ์ƒํ˜ธ์ž‘์šฉ ํšจ๊ณผ๋ฅผ ๋ฐœ๊ฒฌํ–ˆ๋‹ค. (2) ์ „๋ฌธ์  ๋„์›€์ถ”๊ตฌ์™€ ๊ด€๋ จํ•œ ์ง€๊ฐ๋œ ์ œ์žฌ๊ทœ๋ฒ”๊ณผ ๊ด€๋ จํ•ด์„œ๋Š” ๋”ฐ๋œปํ•จยท์œ ๋Šฅํ•จยท๊ธฐ์ˆ ๊ทœ๋ฒ” ์ œ์‹œ์˜ ์ฃผํšจ๊ณผ๋ฅผ ๋ฐœ๊ฒฌํ–ˆ๋‹ค. (3) ์ง€๊ฐ๋œ ํ–‰์œ„ํ†ต์ œ์—๋Š” ์œ ๋Šฅํ•จ๊ณผ ๋”ฐ๋œปํ•จ, ์ „๋ฌธ์  ๋„์›€์ถ”๊ตฌ์™€ ๊ด€๋ จํ•œ ๋Œ€ํ•™์ƒ ๊ธฐ์ˆ ๊ทœ๋ฒ” ์ œ์‹œ์˜ ์ฃผํšจ๊ณผ์™€ ์š”์ธ๋“ค ๊ฐ„ ์ƒํ˜ธ์ž‘์šฉ ํšจ๊ณผ๊ฐ€ ๋ชจ๋‘ ์œ ์˜ํ•˜์ง€ ์•Š์€ ๊ฒƒ์œผ๋กœ ๋‚˜ํƒ€๋‚ฌ๋‹ค. (4) ํƒœ๋„์™€ ํ–‰์œ„์˜๋„์— ๋Œ€ํ•ด์„œ๋Š” ์œ ๋Šฅํ•จ๊ณผ ๋”ฐ๋œปํ•จ์˜ ์‹คํ—˜์ฒ˜์น˜ ์ฃผํšจ๊ณผ๋ฅผ ๋ฐœ๊ฒฌํ–ˆ๋‹ค. ์ด ์—ฐ๊ตฌ๋Š” ๋˜ํ•œ ์šฐ์›”์„ฑ ์ง€๊ฐ์„ ๋ฐ”ํƒ•์œผ๋กœ ํ•œ ์ˆ˜์ง์  ๋™์ผ์‹œ๊ฐ€ ์œ ์‚ฌ์„ฑ ์ง€๊ฐ์„ ๊ธฐ๋ฐ˜์œผ๋กœ ํ•œ ์ˆ˜ํ‰์  ๋™์ผ์‹œ๋ณด๋‹ค ์ „๋ฌธ์  ๋„์›€์ถ”๊ตฌ์™€ ๊ด€๋ จํ•œ ์‚ฌํšŒ์  ๋‚™์ธ, ์ž๊ธฐ๋‚™์ธ๊ณผ ์‚ฌํšŒ์  ๊ทœ๋ฒ”, ํƒœ๋„, ์ง€๊ฐ๋œ ํ–‰์œ„ํ†ต์ œ, ํ–‰์œ„์˜๋„์— ๋” ํฐ ์˜ํ–ฅ์„ ๋ฏธ์น˜๋Š”์ง€๋ฅผ ์•Œ์•„๋ณด์•˜๋‹ค. ์—ฐ๊ตฌ๊ฒฐ๊ณผ, (5) ์ˆ˜ํ‰์  ๋™์ผ์‹œ๋Š” ์ „๋ฌธ์  ๋„์›€์ถ”๊ตฌ ์˜๋„์—๋งŒ ์ •์ ์ธ ์˜ํ–ฅ์„ ๋ฏธ์น˜๊ณ  ๋‚˜๋จธ์ง€ ๋ณ€์ˆ˜๋“ค์—๋Š” ์˜ํ–ฅ์„ ๋ฏธ์น˜์ง€ ๋ชปํ•˜๋Š” ๊ฒƒ์œผ๋กœ ํ™•์ธ๋˜์—ˆ๋‹ค. ๋ฐ˜๋ฉด ์ˆ˜์ง์  ๋™์ผ์‹œ๋Š” ๋ชจ๋“  ๋ณ€์ˆ˜์— ์ •์ ์ธ ์˜ํ–ฅ์„ ๋ฏธ์นœ๋‹ค๋Š” ๊ฒƒ์„ ๋ฐœ๊ฒฌํ–ˆ๋‹ค. ๋˜ํ•œ ๋”ฐ๋œปํ•จ, ์œ ๋Šฅํ•จ, ๊ทœ๋ฒ”์ œ์‹œ๊ฐ€ ๋ณ€์ˆ˜๋“ค์— ๋ฏธ์น˜๋Š” ์˜ํ–ฅ์„ ์ˆ˜์ง์  ๋™์ผ์‹œ๊ฐ€ ๋งค๊ฐœํ•˜๋Š”์ง€๋ฅผ ๊ฒฝ๋กœ๋ถ„์„๊ณผ ๋ถ€ํŠธ์ŠคํŠธ๋ž˜ํ•‘์„ ํ™œ์šฉํ•œ ๋งค๊ฐœ๋ถ„์„์„ ํ†ตํ•ด ํ™•์ธํ•ด ๋ณด์•˜๋‹ค. ๋ถ„์„๊ฒฐ๊ณผ (6)์ˆ˜์ง์  ๋™์ผ์‹œ๋Š” ๋”ฐ๋œปํ•จ๊ณผ ์ „๋ฌธ์  ๋„์›€์ถ”๊ตฌ์™€ ๊ด€๋ จํ•œ ์‚ฌํšŒ์  ๋‚™์ธ, ์ž๊ธฐ๋‚™์ธ, ์ œ์žฌ๊ทœ๋ฒ”, ํƒœ๋„, ํ–‰์œ„์˜๋„์™€์˜ ๊ด€๊ณ„๋ฅผ ๋งค๊ฐœํ•˜๋Š” ๊ฒƒ์œผ๋กœ ํ™•์ธ๋˜์—ˆ๋‹ค. ๋˜ํ•œ ์ˆ˜์ง์  ๋™์ผ์‹œ๋Š” ์œ ๋Šฅํ•จ ์ œ์‹œ์™€ ์‚ฌํšŒ์  ๋‚™์ธ, ์ž๊ธฐ๋‚™์ธ, ์ œ์žฌ๊ทœ๋ฒ”, ํƒœ๋„, ์˜๋„์™€์˜ ๊ด€๊ณ„๋ฅผ ๋งค๊ฐœํ•˜๋Š” ๊ฒƒ์œผ๋กœ ๊ฒ€์ฆ๋˜์—ˆ๋‹ค. ๋˜ํ•œ ์ˆ˜์ง์  ๋™์ผ์‹œ๋Š” ๊ทœ๋ฒ”์ œ์‹œ์™€ ์ž๊ธฐ๋‚™์ธ, ์ œ์žฌ๊ทœ๋ฒ”, ํƒœ๋„, ์˜๋„์™€์˜ ๊ด€๊ณ„๋ฅผ ๋งค๊ฐœํ•˜๋Š” ๊ฒƒ์œผ๋กœ ๋‚˜ํƒ€๋‚ฌ๋‹ค. (7)๋งˆ์ง€๋ง‰์œผ๋กœ ์ด ์—ฐ๊ตฌ์—์„œ๋Š” ์‚ฌํšŒ์  ๋‚™์ธ๊ณผ ์ž๊ธฐ ๋‚™์ธ ๊ฐ„ ํšจ๊ณผ์˜ ์ฐจ์ด๋ฅผ ํ™•์ธํ•  ์ˆ˜ ์žˆ์—ˆ๋‹ค. ๊ตฌ์ฒด์ ์œผ๋กœ ์ „๋ฌธ์  ๋„์›€์ถ”๊ตฌ์™€ ๊ด€๋ จํ•œ ์‚ฌํšŒ์  ๋‚™์ธ์€ ์ „๋ฌธ์  ๋„์›€์ถ”๊ตฌ์™€ ๊ด€๋ จํ•œ ์ง€๊ฐ๋œ ํ–‰์œ„ํ†ต์ œ ๋ฐ ํƒœ๋„์™€ ํ–‰๋™์˜๋„์— ์œ ์˜ํ•œ ํšจ๊ณผ๋ฅผ ๋ณด์ด์ง€ ๋ชปํ–ˆ์ง€๋งŒ, ์ž๊ธฐ๋‚™์ธ์€ ๋ชจ๋“  ๋ณ€์ˆ˜์— ์ง์ ‘์ ์œผ๋กœ ๋ถ€์ ์ธ ์˜ํ–ฅ์„ ๋ฏธ์ณค๋‹ค. (8) ์ž๊ธฐ๋‚™์ธ์€ ์‚ฌํšŒ์  ๋‚™์ธ๊ณผ ์ „๋ฌธ์  ๋„์›€์ถ”๊ตฌ์™€ ๊ด€๋ จํ•œ ์ง€๊ฐ๋œ ๋Œ€ํ•™์ƒ์˜ ์ œ์žฌ๊ทœ๋ฒ”, ํƒœ๋„, ์ง€๊ฐ๋œ ํ–‰์œ„ํ†ต์ œ, ์˜๋„์™€์˜ ๊ด€๊ณ„๋ฅผ ๋ชจ๋‘ ๋งค๊ฐœํ•˜๋Š” ๊ฒƒ์œผ๋กœ ๋‚˜ํƒ€๋‚ฌ๋‹ค.์ œ 1 ์žฅ ์„œ๋ก  1 ์ œ 1 ์ ˆ ์—ฐ๊ตฌ๋ฐฐ๊ฒฝ ๋ฐ ์—ฐ๊ตฌ๋ชฉ์  1 ์ œ 2์žฅ ์ด๋ก ์  ๋ฐฐ๊ฒฝ 3 ์ œ 1์ ˆ ๋Œ€ํ•™์ƒ๊ณผ ์ „๋ฌธ์  ๋„์›€์ถ”๊ตฌ 3 ์ œ 2์ ˆ ๊ฑด๊ฐ•ํ–‰๋™ ์ด๋ก ๊ณผ ์ „๋ฌธ์  ๋„์›€์ถ”๊ตฌ 3 1. ์‚ฌํšŒ์  ๊ทœ๋ฒ”๊ณผ ์ „๋ฌธ์  ๋„์›€์ถ”๊ตฌ 4 2. ์ „๋ฌธ์  ๋„์›€์ถ”๊ตฌ ํƒœ๋„ 6 3. ์ง€๊ฐ๋œ ํ–‰์œ„ ํ†ต์ œ 7 4. ์ „๋ฌธ์  ๋„์›€์ถ”๊ตฌ ์˜๋„ 8 ์ œ 3์ ˆ ๋‚™์ธ๊ณผ ์ „๋ฌธ์  ๋„์›€์ถ”๊ตฌ 9 1. ์‚ฌํšŒ์  ๋‚™์ธ 9 2. ์ž๊ธฐ๋‚™์ธ 11 3. ๊ณ ์ •๊ด€๋…์˜ ๋‘ ์ฐจ์›๊ณผ ์ „๋ฌธ์  ๋„์›€์ถ”๊ตฌ ๋‚™์ธ 12 ์ œ 4์ ˆ ๋‚™์ธ ๊ฐ์†Œ ์ „๋žต 13 1. ๋‚™์ธ๊ฐ์†Œ์ „๋žต์œผ๋กœ์„œ ์ง๊ฐ„์ ‘ ์ ‘์ด‰ 13 2. ๋‚™์ธ์„ ๋ฐ˜๋ฐ•ํ•  ์ˆ˜ ์žˆ๋Š” ์—ญํ•  ๋ชจํ˜• ์ œ์‹œ 13 3. ๋‚™์ธ์„ ๊ฐ์†Œ์‹œํ‚ฌ ์—ญํ• ๋ชจํ˜•์˜ ๋”ฐ๋œปํ•จ๊ณผ ์œ ๋Šฅํ•จ 14 ์ œ 5์ ˆ ์ˆ˜ํ‰์  ๋™์ผ์‹œ์™€ ์ˆ˜์ง์  ๋™์ผ์‹œ 15 ์ œ 3์žฅ ์—ฐ๊ตฌ๋ฌธ์ œ์™€ ์—ฐ๊ตฌ๊ฐ€์„ค 17 ์ œ 1์ ˆ ๋”ฐ๋œปํ•จ, ์œ ๋Šฅํ•จ, ๊ทœ๋ฒ”์ œ์‹œ๊ฐ€ ์ „๋ฌธ์  ๋„์›€์ถ”๊ตฌ์— ๋ฏธ์น˜๋Š” ์˜ํ–ฅ 17 ์ œ 2์ ˆ ์ˆ˜ํ‰์  ๋™์ผ์‹œ์™€ ์ˆ˜์ง์  ๋™์ผ์‹œ๊ฐ€ ์ „๋ฌธ์  ๋„์›€์ถ”๊ตฌ์— ๋ฏธ์น˜๋Š” ํšจ๊ณผ 18 ์ œ 3์ ˆ ์ „๋ฌธ์  ๋„์›€์ถ”๊ตฌ ์˜๋„ ๋ชจํ˜•์˜ ๊ฒฝ๋กœ๋ถ„์„ 19 ์ œ 4 ์žฅ ์—ฐ๊ตฌ๋ฐฉ๋ฒ• 22 ์ œ 1์ ˆ ์‹คํ—˜๊ฐœ์š” 22 ์ œ 2์ ˆ ์ฃผ์š”๋ณ€์ˆ˜์˜ ์ •์˜์™€ ์ธก์ • 27 ์ œ 5์žฅ ์—ฐ๊ตฌ๊ฒฐ๊ณผ 29 ์ œ 1์ ˆ ์กฐ์ž‘ํ™” ๊ฒ€์ฆ 29 ์ œ 2์ ˆ ์ฃผ์š”๋ณ€์ˆ˜์˜ ๊ธฐ์ˆ ํ†ต๊ณ„ 29 ์ œ 3์ ˆ ์ฃผ์š”๋ณ€์ˆ˜์˜ ์ƒ๊ด€๊ด€๊ณ„ 30 ์ œ 4์ ˆ ์‚ฌ์ „ ๋™์งˆ์„ฑ ๊ฒ€์ฆ 32 ์ œ 5์ ˆ ์—ฐ๊ตฌ๋ฌธ์ œ ๋ฐ ๊ฐ€์„ค๊ฒ€์ฆ 33 1. ๋”ฐ๋œปํ•จ, ์œ ๋Šฅํ•จ, ๊ธฐ์ˆ ๊ทœ๋ฒ” ์ œ์‹œ์— ๋”ฐ๋ฅธ ์ „๋ฌธ์  ๋„์›€์ถ”๊ตฌ ๊ด€๋ จ ๋ณ€์ˆ˜์˜ ์ฐจ์ด 33 2. ์ˆ˜ํ‰์  ๋™์ผ์‹œ์™€ ์ˆ˜์ง์  ๋™์ผ์‹œ๊ฐ€ ์ „๋ฌธ์  ๋„์›€์ถ”๊ตฌ ๊ด€๋ จ ๋ณ€์ˆ˜์— ๋ฏธ์น˜๋Š” ์˜ํ–ฅ 36 3. ์ˆ˜์ง์  ๋™์ผ์‹œ, ์‚ฌํšŒ์  ๋‚™์ธ, ์ž๊ธฐ๋‚™์ธ์˜ ๋งค๊ฐœํšจ๊ณผ ๊ฒ€์ฆ 39 ์ œ 6์žฅ ๊ฒฐ๋ก  ๋ฐ ๋…ผ์˜ 41 ์ œ 1์ ˆ ์—ฐ๊ตฌ๊ฒฐ๊ณผ์˜ ์š”์•ฝ ๋ฐ ๋…ผ์˜ 41 ์ œ 2์ ˆ ์—ฐ๊ตฌ๊ฒฐ๊ณผ์˜ ์ด๋ก ์  ์˜์˜ 44 ์ œ 3์ ˆ ์—ฐ๊ตฌ์˜ ์ œํ•œ์ ๊ณผ ํ›„์†์—ฐ๊ตฌ๋ฅผ ์œ„ํ•œ ์ œ์–ธ 45 ์ฐธ๊ณ ๋ฌธํ—Œ 45 ๋ถ€๋ก 58 Abstract 66์„

    Kommunikationspolitik fรผr die digitale Gesellschaft

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    Die fortschreitende Digitalisierung der Gesellschaft stellt die nationale und internationale Kommunikationspolitik und Medienregulierung vor eine Fรผlle neuer Herausforderungen: Themen wie Internetkriminalitรคt, Daten- und Jugendschutz oder Urheber- und Leistungsschutzrecht stehen insbesondere in Europa und den USA weit oben auf der politischen und medialen Agenda. In diesem Sammelband werden die bisherigen und aktuellen Entwicklungen in diesem Politikfeld mit empirischen und theoretischen Analysen konfrontiert und der netzpolitische Diskurs so um kommunikations- und politikwissenschaftliche Perspektiven ergรคnzt. Im Fokus der elf Beitrรคge stehen dabei ganz grundsรคtzliche Herausforderungen der Digitalisierung fรผr die Kommunikationspolitik, die von der Politik aus der Digitalisierung gezogenen kommunikationspolitischen Konsequenzen sowie der gesellschaftliche Diskurs รผber die politischen Antworten auf den digitalen Medienwandel

    Mediennutzung im sozialen Kontext : soziale Netzwerkanalyse der Funktionen und Effekte interpersonaler Kommunikation รผber massenmediale Inhalte

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    Die Mehrheit der empirischen Forschung zu Mediennutzung und Medienwirkung ist theoretisch wie methodisch auf einzelne Rezipienten als Untersuchungseinheit fokussiert. Dabei bleibt oftmals unbeachtet, dass Medienhandlungen in einem sozialen, sachlichen, wie auch zeitlichen Kontext erfolgen. In dieser Arbeit zur โ€žMediennutzung im sozialen Kontextโ€œ wird argumentiert, dass die interpersonale Kommunikation รผber massenmediale Inhalte eine explizite Manifestation dieser Kontextualitรคt ist und deshalb einer theoretischen wie auch methodologischen Integration in die publizistikwissenschaftliche Forschung bedarf. Auf der Basis zahlreicher Theorien und Forschungsstrรคnge aus Medienwissenschaft, Sozialpsychologie und Soziologie wird eine integrative Systematik von fรผnf Funktionen der interpersonalen Kommunikation รผber massenmediale Inhalte entwickelt. Der empirische Teil der Arbeit basiert auf einem umfassenden Paneldesign. 895 Jugendliche im Alter zwischen 13 und 16 Jahren wurden im Verlauf eines Jahres fรผnf Mal zu ihrer Mediennutzung und ihrem sozialen Netzwerk befragt. Dieses Untersuchungsdesign erlaubt zum einen eine groรŸe Fรผlle deskriptiver Befunde bzgl. Motiven und Charakteristiken der interpersonalen Kommunikation รผber massenmediale Inhalte. Zum anderen kรถnnen mittels der Methode der akteursorientierten Modellierung erstmals dynamische Prozesse der Mediennutzung im sozialen Kontext detailliert untersucht und dabei Selektions- und Beeinflussungsprozesse unterschieden werden. Most empirical research on media use and media effects is theoretically and methodologically focused on individual recipients as units of analysis. However, media use is always embedded in a social, temporal, and substantial context. This book on โ€œMedia Use in Social Contextsโ€ argues that interpersonal communication about mass-media content is an explicit manifestation of this contextuality. Hence, interpersonal communication ought to be integrated theoretically and methodologically in mass communication research. Based on a plurality of theories and research traditions from communication research, social psychology, and sociology, an integrative framework of five distinct functions of interpersonal communication about mass-media topics is proposed. The empirical part of the book reports the finding of a large-scale panel survey. During the period of one year, 895 adolescents between 13 and 16 years old were interviewed five times regarding their mass- media use and their social network. This research design provides, on the one hand, a myriad of descriptive findings regarding motives and characteristics of interpersonal communication about mass- media content. On the other hand, it provides for the first time the opportunity to analyze dynamic processes of mass media use in its social context. Additionally, actor-oriented modeling allows to distinguish between selection and influence processes
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