scholarly journals Social Network Sites as a Mode to Collect Health Data: A Systematic Review

2014 ◽  
Vol 16 (7) ◽  
pp. e171 ◽  
Author(s):  
Fahdah Alshaikh ◽  
Farzan Ramzan ◽  
Salman Rawaf ◽  
Azeem Majeed
2020 ◽  
pp. 026540752098267
Author(s):  
Lynne Marie Stöven ◽  
Philipp Yorck Herzberg

Today, Social Network Sites (SNSs) offer a wide variety of functions for initiating and maintaining personal relationships (i.e. sharing private information, messaging, commenting, liking or viewing others profiles). According to the uses and gratifications approach, individuals chose how they use media in order to satisfy given needs. Regarding personal relationships, attachment style is associated with distinct needs and behaviors. Thus, SNS use should differ with distinct attachment styles. This review aims to answer the question, how attachment style is related to SNS usage pattern and provide a comprehensive overview, by identifying and integrating associations with different facets of SNS use. Results were based on a systematic review of 17 studies. Measures of SNS use could be attributed to the facets of three categories: (1) Quantitative use (i.e. time spent on SNSs, number of friends/followers), (2) qualitative use (social use, parasocial use, self-presentation, monitoring) and (3) SNS motive (anxiety reduction, avoiding closeness). Especially insecure attached individuals strive to satisfy attachment needs through SNS use. While anxious individuals aim to reduce anxiety i.e. by seeking feedback via online social interaction, avoidant users can feel connected browsing others’ profiles without facing the threat of closeness. Insecure attachment was associated with negative outcomes related to SNS use, such as addictive behaviors. Limitations and implications of the findings are discussed.


Author(s):  
Soon Li Lee ◽  
Cai Lian Tam

The present research was conducted to systematically review existing research that examined the relationships of the aspects of self-construal and social network sites (SNS) usages. A total of 12 research articles met the inclusion criteria for the present review. The reviewed research articles mainly supported the significant relationship of the interdependent self-construal and SNS-related outcomes. The present review highlighted that the reviewed relationships differed. Some findings supported the direct effect of self-construal on SNS-related outcomes, whereas some supported the indirect effects of intervening variables on these relationships. The reviewed findings supported the influence of self-construal on cognition, emotion, and motivation. Implications of the present systematic review were discussed in the manuscript.


2018 ◽  
Author(s):  
Elisa Mancinelli ◽  
Giulia Bassi ◽  
Silvia Salcuni

BACKGROUND Social network sites (SNSs) have been defined as Web services that involve creating a private or semiprivate profile. Through these services, adolescents and adults can maintain and create new relationships. Adolescents, in particular, can be considered the main users of these sites as they spend a lot of time on SNSs. In using SNSs, individuals can exert greater control over the conversation and on the information shared, which is associated with a desire for self-presentation. Moreover, the need for self-presentation is related to personality traits such as those of the Big Five, namely extraversion, neuroticism, openness to experience, agreeableness, and conscientiousness, as well as emotional stability, introversion, narcissism, and motivational aspects. The latter are usually linked to an underlying social purpose that might predispose an individual to using SNSs, with the intent of satisfying particular needs, such as belongingness and interpersonal competency. OBJECTIVE Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method, this study aimed to present a systematic review of the scientific literature regarding the predisposing factors related to the Big Five personality traits and motivational aspects associated with the use of SNSs, for both adolescents (12-19 years) and adults (>20 years). METHODS A search ranging from 2007 to 2017 was conducted through the academic database of Google Scholar and PsycINFO, in which the following terms and their derivatives were considered: predisposing factors, personality traits, Big Five model, self-esteem, self-presentation, interpersonal competency, social network site, Facebook, motivation, five-factor model, use, abuse, and addiction. Based on a defined list of inclusion and exclusion criteria, a total of 9 papers were finally included in the review. RESULTS Our findings identified 3 main personality traits to be of greater value: extraversion, neuroticism, and openness to experience. Extraversion was a good predictor of motivation and SNS use, whereas the latter trait showed relevance for age differences. All 3 features further played a role in gender differences. Apart from extraversion, the self-presentational motive was also related to narcissism, whereas the need to belong presented an association with agreeableness and neuroticism. Further underlining the social value behind SNS use, people perceived interpersonal competency as being related to Facebook use intensity. CONCLUSIONS Extraversion was recognized as the main forerunner for SNS use and motivation for use. Neuroticism seems to be related to an attempt at compensating for difficulties in real-life social contexts. Openness to experiences has a strong valence for both adults and older adults since SNSs are still perceived as a novelty. Moreover, gender differences in SNS usage were observed to be the product of differences in motivation. Implications and limitations of the study were discussed.


2021 ◽  
Vol 9 (2) ◽  
pp. 137
Author(s):  
Laura Camas ◽  
Aída Valero ◽  
Mireia Vendrell

This paper aims at exploring the educational scholarly writing on the teacher-student relationship and performance within the use of Social Network Sites (SNSs) for educational purposes. To that end, a systematic review of 111 journal articles focused on young people, and found in ten relevant databases (ERIC, SCOPUS, WOS, JCR (SSCI), DOAJ, EBSCO, ISOC, REDIB, JSTOR, and PsycARTICLES), has been performed. The results show continuity in the roles of educators and students between physical and virtual spaces. This homogeneous conceptualisation is grounded on student-centred theories. Also, the existence of a theoretical confrontation between the figurative dichotomy of vertical (distance) and horizontal (closeness) teacher-student relationship is revealed and discussed. While most of the reviewed studies focused on requirements for technical training, the need for acquiring digital cultural knowledge is stressed. Finally, some of the educational implications of the ethical dimension of the teacher-student relationship in digital spaces are exposed.


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