Text Messaging and Dependence Among College Students: Social Process or Pathology?

2013 ◽  
Author(s):  
Dorothy Skierkowski
Keyword(s):  
College Students ◽  
Text Messaging ◽  
Social Process

Exploring Potential Factors in Sticker Use Among Japanese Young Adults

2018 ◽  
Vol 10 (2) ◽  
pp. 1-23
Author(s):  
Shogo Kato ◽  
Yuuki Kato ◽  
Yasuyuki Ozawa
Keyword(s):  
College Students ◽  
Young Adults ◽  
Text Messaging ◽  
Text Messages ◽  
Perceived Usefulness ◽  
Nonverbal Cues ◽  
Potential Factors

In text-based communication, people can now use not only emoticons and emoji, but also graphical symbols called stickers. This study focused on the use of stickers in text-based communication. A questionnaire asking subjects to individually rate the perceived usefulness of 25 features of stickers was prepared and used in a survey targeting 211 Japanese college students. The authors then explored potential factors in the roles of stickers. The study revealed three potential roles of stickers: “easy transmission of subtle nuances and nonverbal cues,” “abundant and versatile expressions that can be substituted for text messages,” and “changing the topic, flow, or rationale of the interaction.” The authors examined the effects of gender and text messaging dependency on these roles. Results showed significant effects of dependency in all roles, but effects of gender were seen in only “abundant and versatile expressions that can be substituted for text messages.”

scholarly journals Text message content as a window into college student drinking: Development and initial validation of a dictionary of “alcohol-talk”

2019 ◽  
Vol 45 (1) ◽  
pp. 3-10 ◽  
Author(s):  
Michaeline Jensen ◽  
Andrea M. Hussong
Keyword(s):  
College Students ◽  
Text Messaging ◽  
Text Message ◽  
Text Messages ◽  
Message Content ◽  
Digital Platforms ◽  
Student Drinking ◽  
Related Risk ◽  
Prevention Studies ◽  
High Risk Drinking

The ubiquity of digital communication within the high-risk drinking environment of college students raises exciting new directions for prevention research. However, we are lacking relevant constructs and tools to analyze digital platforms that serve to facilitate, discuss, and rehash alcohol use. In the current study, we introduce the construct of alcohol-talk (or the extent to which college students use alcohol-related words in text messaging exchanges) as well as introduce and validate a novel tool for measuring this construct. We describe a closed-vocabulary, dictionary-based method for assessing alcohol-talk. Analyses of 569,172 text messages from 267 college students indicate that this method produces a reliable and valid measure that correlates as expected with self-reported alcohol and related risk constructs. We discuss the potential utility of this method for prevention studies.

Cell Phones, Text Messaging, and Facebook: Competing Time Demands of Today's College Students

2010 ◽  
Vol 59 (1) ◽  
pp. 23-30 ◽  
Author(s):  
Trudy L. Hanson ◽  
Kristina Drumheller ◽  
Jessica Mallard ◽  
Connie McKee ◽  
Paula Schlegel
Keyword(s):  
College Students ◽  
Text Messaging ◽  
Cell Phones ◽  
Time Demands

2 TXT or not 2 TXT: College students’ reports of when text messaging is social breach

2015 ◽  
Vol 52 (2) ◽  
pp. 188-194 ◽  
Author(s):  
Marissa A. Harrison ◽  
Christine E. Bealing ◽  
Jessica M. Salley
Keyword(s):  
College Students ◽  
Text Messaging

scholarly journals An Examination of Students' Use of Technology for Non-Academic Purposes in the College Classroom

2016 ◽  
Vol 5 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Zachary George Charles Kornhauser ◽  
Andrea L. Paul ◽  
Karen L. Siedlecki
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Cognitive Science ◽  
Text Messaging ◽  
College Classroom ◽  
Future Research ◽  
Technology In The Classroom ◽  
Effective Strategies ◽  
Use Of Technology

Previous research has shown that students who use technology in the classroom for non-academic purposes suffer decrements to their academic performance. These findings are consistent with theories and research in cognitive science. However, no current study has examined the sorts of technology that students use in class, their reasons for using it, and whether they feel that it is acceptable to use it. The current study sought to qualitatively explore these questions across a sample (N= 105) of college students. Results reveal that the most common use of technology in the classroom is text messaging and emailing, and that students regularly use technology for a variety of non-academic reasons. Limitations of this study include the homogeneity of the participant sample.  Future research should determine what factors lead students to use technology for non-academic purposes and also identify effective strategies for preventing or managing students’ use of technology for non-academic purposes in the college classroom.

Textperts

2012 ◽  
pp. 247-258
Author(s):  
Abigail A. Grant
Keyword(s):  
College Students ◽  
Text Messaging ◽  
Writing Skills ◽  
Careful Consideration ◽  
Composition Classroom ◽  
Teaching Writing ◽  
Practice Approach ◽  
Negative Impacts ◽  
Writing Instructors ◽  
Teaching Of Writing

Text messaging has many similarities to poetry or short prose writing. Instructors typically discount text messaging as a distraction in the classroom, but this chapter includes a review of the positive aspects of implementing the genre of text messaging in the composition classroom as a means of teaching writing. Using a community of practice approach, this chapter looks at the technologically savvy generation of college students in today’s classrooms and attempts to capitalize, educationally, on the writing skills that students already possess. Next, it explores both the theoretical and practical implementations of this genre into the composition classroom with careful consideration of the positive and negative impacts of this, before examining the transition from student text messaging to the writing of other, longer genres. Although this chapter’s focus is on the teaching of writing, the information can be considered to be interdisciplinary.

Nobody Read or Reply Your Messages

2017 ◽  
Vol 7 (4) ◽  
pp. 1-11 ◽  
Author(s):  
Yuuki Kato ◽  
Shogo Kato ◽  
Yasuyuki Ozawa
Keyword(s):  
College Students ◽  
Mobile Devices ◽  
Text Messaging ◽  
Negative Emotions ◽  
The Times ◽  
Negative Feelings

In text messaging via mobile devices, many users face pressure to rapidly exchange messages. This article investigates reply speeds in smartphone messaging, focusing on messaging with a read receipt function, which notifies the sender of whether the recipient has read a sent message. The study also considered sender's degree of text-messaging dependency. Using a questionnaire of 317 college students in Japan, the authors investigate the times until negative emotions occur while waiting for a reply. Negative feelings were found to arise more quickly when a message was marked as read and there was no reply. Results indicated that people with greater text-messaging dependency generated stronger negative emotions in a shorter time than those with lower text-messaging dependency.

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