Five days at outdoor education camp without screens improves preteen skills with nonverbal emotion cues

AbstractA field experiment examined whether increasing opportunities for face-to-face interaction while eliminating the use of screen-based media and communication tools improved nonverbal emotion–cue recognition in preteens. Fifty-one preteens spent five days at an overnight nature camp where television, computers and mobile phones were not allowed; this group was compared with school-based matched controls (n=54) that retained usual media practices. Both groups took pre- and post-tests that required participants to infer emotional states from photographs of facial expressions and videotaped scenes with verbal cues removed. Change scores for the two groups were compared using gender, ethnicity, media use, and age as covariates. After five days interacting face-to-face without the use of any screen-based media, preteens’ recognition of nonverbal emotion cues improved significantly more than that of the control group for both facial expressions and videotaped scenes. Implications are that the short-term effects of increased opportunities for social interaction, combined with time away from screen-based media and digital communication tools, improves a preteen’s understanding of nonverbal emotional cues

Exploring sense of community within an online healthcare context

This paper argues that organisations considering corporate community involvement within online communities need to understanding how the notion of sense of community (SOC) is manifested and experienced within such stakeholder groups. This is based on the assumption that CCI is a form of corporate social responsibility that goes beyond the mere funding of charitable activities but involves a deeper involvement and participation within the life of the community (Moon and Muthuri 2006). Hence, it is expected that the corporation not only allocates significant amount of time and resources to such involvement (Yekini et al. 2017), but also implies a more in-depth understanding of the community itself. Therefore, this paper argues that in order for CSR managers to better identify and engage with relevant online communities, they need to be able to understand and apply the notion SOC within an online context. The case of an online healthcare community, hosted by a charitable institution in the UK, is presented to illustrate and support this argument

Can You Guess Who I Am? Real, Ideal, and False Self-Presentation on Facebook Among Emerging Adults

Emerging adulthood is an important period for self-development, and youth use online contexts for self-exploration and self-presentation. Using a multiple self-presentation framework, the present study examined emerging adults’ presentation of their real self, ideal self, and false self on Facebook, and the relation between their identity state, psychosocial well-being, and online self-presentation. Participants (N = 261; 66 males, 195 females Mage 22) completed self-report measures of identity state, well-being, and self-presentation on Facebook. Respondents reported presenting their real self more than their ideal self and false self on Facebook. A path analysis suggested that emerging adults who reported having more coherent identity states also reported presenting their real self on Facebook to a greater extent. However, those with a less coherent sense of the self and lower self-esteem reported presenting their false self on Facebook to a greater extent. Implications for methodology and future directions are discussed

Facebook Use and Academic Performance Among College Students: A Mixed-Methods Study With a Multi-Ethnic Sample

This paper uses a mixed-methods approach to examine the relation between online academic disclosure and academic performance. A multi-ethnic sample of college students (N = 261; male = 66; female = 195; M age ≈ 22 years) responded to open-ended questions about their Facebook use. Thematic analysis revealed that over 14% of the Facebook wall posts/status updates (N = 714) contained academic themes; positive states were more frequent than negative and neutral states and students with lower GPAs expressed negative states more often. A path analysis suggested that academic performance may determine college students’ Facebook use, rather than the reverse. Implications for student support services are discussed

A Picture Is Worth a Thousand Words: A Mixed Methods Study of Online Self-Presentation in a Multiethnic Sample of Emerging Adults

Using a mixed methods approach, this study examined the meanings that emerging adults (N = 261; 195 women, 66 men; M age ≈ 22 years old) ascribed to their online self-presentation. A thematic analysis based on 761 Facebook photo descriptions and 714 wall posts and status updates revealed that these emerging adults presented their individual, social, gender, ethnic, and spiritual identities as well as their positive, neutral, and negative affective states online. Individual and social identities were presented more frequently than other types of identities, and were linked to positive and negative affective states. The emerging adult women presented their social and gender identities in their photos more frequently, whereas the men presented their individual identity more often. When presenting their individual identity, women disclosed positive states more frequently whereas men disclosed neutral states more often. Latino American participants presented their individual identity less frequently than their Asian and European American peers, whereas Asian American participants presented their gender identity less frequently than their Latino and European American peers. When presenting their individual and social identities, Asian American participants disclosed neutral states more frequently and positive states less frequently than their Latino and European American peers. Findings have implications for the psychosocial development of emerging adults from ethnically diverse backgrounds, as well as for theory and research about self-development within online contexts. (PsycINFO Database Record (c) 2019 APA, all rights reserved

Can You Tell Who I Am? Neuroticism, Extraversion, and Online Self-Presentation among young adults

The present study examined the link between neuroticism, extraversion, as well as presentation of the real, the ideal, and the false self on Facebook. Self-reports were collected from 261 young adults (ages 18–30) about personality, online self-presentation, and Facebook use. Level of extraversion was positively associated with Facebook activity level. A series of regression analyses revealed that young adults high in neuroticism reported presenting their ideal and false self on Facebook to a greater extent whereas those low in extraversion reported engaging in greater online self-exploratory behaviors. Findings suggest that young adults who are experiencing emotional instability may be strategic in their online self-presentation perhaps to seek reassurance, and those who have self-doubt further explore their self online

Comunicación electrónica y relaciones adolescentes: Una actualización de las investigaciones existentes

Over the past decade technology has become embedded in the lives of adolescents. Youth are heavy users of newer electronic communication forms such as text messaging, instant messaging, e-mail, and social networking sites. We examine adolescents’ relationships with peers as well as their online self exploration in the context of their online communication activities. We show that they use these communication tools primarily to reinforce existing relationships with peers. More and more they are integrating these tools into their o ine worlds, such as using social networking sites to get more information about new entrants into their o ine world. Adolescents also use di erent online communication applications for self presentation and identity exploration. But electronic communication is not without its challenges. Online peer communication has opened up new avenues for peer harassment and victimization and we still do not know the long term e ects of online self presentation and self disclosure on identity development..Durante la última década, la tecnología se ha introducido en la vida de los adolescentes. Los jóvenes son fuertes consumidores de las más recientes formas de comunicación electrónica, tales como la mensajería de texto, la mensajería instantánea, el correo electrónico y las redes sociales. En este artículo, examinamos las relaciones de los adolescentes con sus compañeros, así como su exploración personal en el marco de sus actividades de comunicación en línea, demostrándose que el uso de estas herramientas de comunicación se da, principalmente, para reforzar las relaciones existentes con los compañeros. Cada vez más están integrando estas herramientas en sus mundos fuera de la red. Tal caso es el del uso de las redes sociales para obtener más información acerca de nuevos participantes en sus vidas fuera de línea. Los adolescentes también utilizan diferentes aplicaciones de comunicación en línea para la presentación de ellos mismos y la exploración de su identidad. Pero la comunicación electrónica no está exenta de problemas. La comunicación entre iguales en línea ha abierto nuevas vías para el acoso y la victimización; y se desconocen aún cómo la presentación y revelación de uno mismo en línea afecta a largo plazo al desarrollo de la identidad

The effects of text, audio, video, and in-person communication on bonding between friends

Considerable research on computer-mediated communication has examined online communication between strangers, but little is known about the emotional experience of connectedness between friends in digital environments. However, adolescents and emerging adults use digital communication primarily to communicate with existing friends rather than to make new connections. We compared feelings of emotional connectedness as they occurred in person and through digital communication among pairs of close friends in emerging adulthood. Fifty-eight young women, recruited in pairs of close friends, engaged in four conversations each: in-person, video chat, audio chat, and instant messaging (IM). Bonding in each condition was measured through both self-report and affiliation cues (i.e., nonverbal behaviors associated with the emotional experience of bonding). Participants reported feeling connected in all conditions. However, bonding, as measured by both self-report and affiliation cues, differed significantly across conditions, with the greatest bonding during in-person interaction, followed by video chat, audio chat, and IM in that order. Compared with other participants, those who used video chat more frequently reported greater bonding with friends through video chat in our study. Compared with other participants, those who spoke on the phone more frequently with their participating friend reported greater bonding during audio chat. Use of textual affiliation cues like emoticons, typed laughter, and excessive letter capitalization during IM related to increased bonding experience during IM. Nonetheless, a significantly lower level of bonding was experienced in IM compared with in-person communication. Because adolescent and emerging adults’ digital communication is primarily text-based, this finding has significant real-world implications