Social Capital, Self-Esteem, Popularity, Need for Accessibility to Friends, and Stress Predict Cyber Technology Use

2019 ◽  
pp. 595-612
Author(s):  
Champika K. Soysa ◽  
Jennifer M. Gardner
Keyword(s):  
Social Capital ◽  
Social Networking ◽  
Technology Use ◽  
Social Cognitive ◽  
The United States ◽  
Self Esteem ◽  
The Social ◽  
Mp3 Player ◽  
Use Of Internet ◽  
Cognitive Dimensions

The authors examined social capital, self-esteem, popularity, need for accessibility to friends, and stress as gendered predictors of cyber technology use in 149 undergraduates. The authors investigated four kinds of cyber technology use: social networking, texting, internet surfing, and MP3 player listening. Stress was the most consistent predictor of cyber technology use in men (social networking, texting, and MP3 player listening), while popularity was the most consistent for women (social networking, texting, and MP3 player listening). Furthermore, self-esteem inversely predicted use of internet surfing in men and MP3 player listening in women. On the other hand, the social capital dimension of bridging online which is establishing weak social ties, predicted the use of both internet surfing and MP3 player listening in men and women. The authors extended the literature by establishing gendered social-cognitive dimensions of cyber technology use among undergraduates in the United States.

Social Capital, Self-Esteem, Popularity, Need for Accessibility to Friends, and Stress Predict Cyber Technology Use

2013 ◽  
Vol 3 (4) ◽  
pp. 28-43
Author(s):  
Champika K. Soysa ◽  
Jennifer M. Gardner
Keyword(s):  
Social Capital ◽  
Social Networking ◽  
Technology Use ◽  
Social Cognitive ◽  
Social Ties ◽  
The United States ◽  
Self Esteem ◽  
The Social ◽  
Mp3 Player ◽  
Use Of Internet

The authors examined social capital, self-esteem, popularity, need for accessibility to friends, and stress as gendered predictors of cyber technology use in 149 undergraduates. The authors investigated four kinds of cyber technology use: social networking, texting, internet surfing, and MP3 player listening. Stress was the most consistent predictor of cyber technology use in men (social networking, texting, and MP3 player listening), while popularity was the most consistent for women (social networking, texting, and MP3 player listening). Furthermore, self-esteem inversely predicted use of internet surfing in men and MP3 player listening in women. On the other hand, the social capital dimension of bridging online which is establishing weak social ties, predicted the use of both internet surfing and MP3 player listening in men and women. The authors extended the literature by establishing gendered social-cognitive dimensions of cyber technology use among undergraduates in the United States.

scholarly journals The Perceived Impact of Social Networking Sites and Apps on the Social Capital of Saudi Postgraduate Students: A Case Study

2021 ◽  
Vol 13 (1) ◽  
pp. 20
Author(s):  
Abdulelah A. Alghamdi ◽  
Margaret Plunkett
Keyword(s):  
Social Capital ◽  
Life Satisfaction ◽  
Social Networking ◽  
Social Networking Sites ◽  
Civic Participation ◽  
Social Trust ◽  
Political Engagement ◽  
Postgraduate Students ◽  
The Social ◽  
The Impact

With the increased use of Social Networking Sites and Apps (SNSAs) in Saudi Arabia, it is important to consider the impact of this on the social lives of tertiary students, who are heavy users of such technology. A mixed methods study exploring the effect of SNSAs use on the social capital of Saudi postgraduate students was conducted using a multidimensional construct of social capital, which included the components of life satisfaction, social trust, civic participation, and political engagement. Data were collected through surveys and interviews involving 313 male and 293 female postgraduate students from Umm Al-Qura University (UQU) in Makkah. Findings show that male and female participants perceived SNSAs use impacting all components of social capital at a moderate and mainly positive level. Correlational analysis demonstrated medium to large positive correlations among components of social capital. Gender differences were not evident in the life satisfaction and social trust components; however, females reported more involvement with SNSAs for the purposes of political engagement while males reported more use for civic participation, which is an interesting finding, in light of the norms and traditional culture of Saudi society.

Using Instagram as a Preparation Tool for Study Abroad

2020 ◽  
Vol 13 (2) ◽  
pp. 20-37
Author(s):  
Simon Park
Keyword(s):  
Study Abroad ◽  
Social Networking ◽  
Social Networking Sites ◽  
The United States ◽  
Language Teachers ◽  
Study Abroad Programs ◽  
Daily Lives ◽  
English Classes ◽  
The Social ◽  
Group Members

This paper describes the usage of Instagram (the social networking platform) in sophomore English classes at a private Japanese university. Instagram was used to help students prepare for their study abroad semester. Students created private Instagram accounts and used this platform for group exercises with a mixed group of students and staff at potential study abroad sites in the United States of America. The participants posted images and video of their daily lives and routines at their schools, and created posts based on tasks set by the instructor. Group members were then encouraged to ask each other questions and communicate through Instagram. The study found that Instagram usage has the potential to help students prepare linguistically and culturally for study abroad semesters. The paper recommends follow-up studies that use Instagram and other social networking sites to help students prepare culturally and linguistically for study abroad semesters. This has implications for language teachers who are teaching prospective study abroad students or are interested in incorporating technology into their classes, as well as coordinators of study abroad programs interested in modernizing their study abroad orientation programs. この論文では、日本の私立大学の 2 年生の英語クラスでの Instagram（SNS）の使 用法について説明します。 Instagram は、学生が留学の準備をするのを助けるため に使用されました。学生はプライベート Instagram アカウントを作成し、このプラ ットフォームを使用して、米国の潜在的な留学サイトで学生とスタッフの混合グル ープとのグループ演習を行いました。参加者は、学校での日常生活の画像や動画を 投稿し、講師が設定したタスクに基づいて投稿を作成しました。その後、グループ のメンバーはお互いに質問し、Instagram を介してコミュニケーションすることが 奨励されました。調査では、Instagram の使用により、学生が留学学期に向けて言 語的および文化的に準備するのに役立つ可能性があることがわかりました。この論 文では、Instagram やその他の SNS を使用して、学生が留学に向けて文化的および 言語的に準備するのに役立つ追跡調査を推奨しています。これは、将来の留学学生 を教えている、またはクラスにテクノロジーを組み込むことに関心のある語学教 師、および留学オリエンテーションプログラムの近代化に関心のある留学プログラ ムのコーディネーターに影響を及ぼします。

Features of behavior of Russian and American students on social network Facebook

2021 ◽  
pp. 119-123
Author(s):  
M.I. Krishtal ◽  
◽  
A.V. Shchekoturov
Keyword(s):  
Social Capital ◽  
Social Network ◽  
Student Behavior ◽  
Social Activism ◽  
Real Life ◽  
The United States ◽  
Public And Private ◽  
The Social ◽  
American Students ◽  
Making Friends

Presented is the analysis of peculiarities of behavior of Russian and American students in the social network Facebook. The focus of the study is on what activities students of the two countries are most often engaged in, as well as on what motives they motivate when adding users to the personal list of friends. The main method of research is a formalized interview (N = 266). Students of two higher educational institutions located in Kaliningrad (Russia) and Philadelphia (USA) were interviewed. In anticipation of the analysis, according to the functionality, the types of activities on Facebook were highlighted, i.e. social, functional and cognitive. Also forms of activity were divided into public and private according to the nature of their manifestation (open or hidden). The motives for making friends were typologized according to the user’s orientation towards the development of “binding” or “connecting” social capital. As a result of the analysis, it was revealed that students from the United States are more likely to engage in public activities on Facebook than students from Russia, which is expressed in more active commenting on posts, publishing content on their personal page and friends’ pages. Russian students prefer private activities (chat and viewing other people’s pages). The functional type of activity, expressed in the use of gaming and non-gaming applications, turned out to be the most unpopular form of pastime on Facebook among students in both countries. It was also found that students at two universities are more focused on the development of “connecting” social capital. At the same time, for Russian students the dating factor in real life does not act as an important motive for adding friends to the list as for American ones. It is suggested that the basis for the differences discovered are the features of the cultural environments in which students live. The Russian environment involves more cautious participation in public life, the American stimulates social activism. Significant gender differences in peculiarities of student behavior in Facebook network could not be identified.

Social Networking, Cyber Bullying, and the Role of Community Education

2013 ◽  
pp. 117-133 ◽  
Author(s):  
Michelle Sofo ◽  
Francesco Sofo
Keyword(s):  
Social Capital ◽  
Social Networking ◽  
Case Studies ◽  
Education Program ◽  
Social Networking Sites ◽  
Community Education ◽  
Cyber Bullying ◽  
Australian Government ◽  
The Social

This chapter explores the link between social capital, the bullying that can occur via social networking sites, and community education. It becomes evident that social networking sites are influential sources of informal learning despite the published literature being somewhat divided on the sociological, psychological, and emotional benefits of social networking. Through the presentation of Australian statistics and case studies, the chapter demonstrates how social capital can be eroded through the misuse of social networking sites particularly in the form of cyber bullying. The Australian government has responded to the social impacts of cyber bullying by funding an extensive community education program. Through examining this program, it is possible to see how important it is to have effective and accessible community education regarding safe and responsible social networking.

Influence of Social Networking Sites on Civic Participation in Higher Education Context

2017 ◽  
pp. 66-86
Author(s):  
Seyedali Ahrari ◽  
Zeinab Zaremohzzabieh ◽  
Bahaman Abu Samah
Keyword(s):  
Higher Education ◽  
Social Networking ◽  
Social Networking Sites ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Civic Participation ◽  
Engagement Theory ◽  
The Social ◽  
Higher Educational ◽  
Participation In Higher Education

This book chapter introduces the debate on youth civic participation specifically looking at the benefits in the higher educational context. This chapter promotes the recent level and character of using the social networking sites and their possibility to admit for the growth of higher education towards student civic participation. The chapter also reviews the recent studies on the civic uses of the social networking sites and argues the learning methods and consequences that could be practiced by learners and instructors when using the social networking sites for civic participation. Hence, the Bandura's social cognitive theory and cognitive engagement theory will be applied to create the framework for exploring the influence of civic efficacy and knowledge, access to civic information on the social networking sites, and civic interest on the association between the social networking sites and youth civic participation. It helps in recognizing the motivation that inspires the youth online civic participation actions in the higher educational settings.

An International Comparative Study of the Roles, Rules, Norms, and Values That Predict Email use

2011 ◽  
pp. 177-204
Author(s):  
Mark F. Peterson ◽  
Stephanie J. Thomason ◽  
Norm Althouse ◽  
Nicholas Athanassiou ◽  
Gudrun Curri ◽  
...  
Keyword(s):  
United States ◽  
Technology Use ◽  
The United States ◽  
Norms And Values ◽  
The Social ◽  
Cultural Contingencies ◽  
International Comparative ◽  
Communication And Technology ◽  
Further Development ◽  
E Mail

This chapter extends communication and technology use theories about factors that predict e-mail use by explaining the reasons for cultural contingencies in the effects of managers’ personal values and the social structures (roles, rules and norms) that are most used in their work context. Results from a survey of 576 managers from Canada, the English-speaking Caribbean, Nigeria, and the United States indicate that e-mail use may support participative and lateral decision making, as it is positively associated with work contexts that show high reliance on staff specialists especially in the U.S., subordinates, and unwritten rules especially in Nigeria and Canada. The personal value of self-direction is positively related to e-mail use in Canada, while security is negatively related to e-mail use in the United States. The results have implications for further development of TAM and media characteristic theories as well as for training about media use in different cultural contexts.

Diffusion of Technology in Higher Education Classrooms

2010 ◽  
pp. 130-144
Author(s):  
Jill Harrison ◽  
John Ryan
Keyword(s):  
Higher Education ◽  
Technology Use ◽  
Social Process ◽  
The United States ◽  
Production Of Knowledge ◽  
Diffusion Of Technology ◽  
Digital Divides ◽  
The Social ◽  
Self Production ◽  
Incoming Students

Technology use is contextual and tends to follow, often invisible, ground rules. Within the situational context of a higher education classroom the rules and sanctions regarding technology use become increasingly complex. Many universities in the United States now require that all incoming students have laptops, with the rationale being that technology is an important tool used to help students organize and catalogue knowledge. Laptops allow students to connect to library and campus resources. Further, requiring laptops on a networked campus creates a sense of digital unity rather than digital divides among students and faculty. The message to students is that personal laptops are important and even required. However, within the context of the higher education classroom, laptop use is often being limited or banned by classroom instructors, a contradiction of the larger university message. As Marcuse (1982) noted, technology is a social process. The diffusion of laptop technology into higher education has altered the modes of producing knowledge and the social relationships organized around that production process. The purpose of this chapter is to highlight how the use of this technology is negotiated between faculty and students and how issues of engagement, the self-production of knowledge, and security influence this negotiation. The authors argue that issues of laptop use in the classroom are rooted in concerns of power, legitimacy, and identity associated with the production of knowledge.

scholarly journals Ageing-friendly communities and social inclusion in the United States of America

2012 ◽  
Vol 33 (1) ◽  
pp. 110-136 ◽  
Author(s):  
ANDREW E. SCHARLACH ◽  
AMANDA J. LEHNING
Keyword(s):  
United States ◽  
Older Adults ◽  
Social Capital ◽  
United States Of America ◽  
Social Inclusion ◽  
Basic Needs ◽  
The United States ◽  
Social Infrastructure ◽  
Significant Relationships ◽  
The Social

ABSTRACTSynthesising the social capital and ageing-friendly communities literature, this paper describes how efforts to make communities more ageing-friendly can promote social inclusion among older adults. Making existing communities more ageing-friendly involves physical and social infrastructure changes that enable older adults to pursue lifelong activities, meet their basic needs, maintain significant relationships, participate in the community in personally and socially meaningful ways, and develop new interests and sources of fulfilment. Such efforts can enhance bonding, bridging and linking capital, and thereby promote social inclusion. The authors discuss the link between ageing-friendly communities and social inclusion, and provide examples of programmes with potential to change existing communities into ones that promote the social inclusion of older adults.

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