scholarly journals SELF-PRESENTATION PROCESSES IN PERSONAL PROFILES IN A PRO-ANOREXIA GROUP

Normas ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 168
Author(s):  
Carolina Figueras Bates
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Computer Mediated Communication ◽  
Social Networking Site ◽  
Home Pages ◽  
Mediated Communication ◽  
Self Presentation ◽  
Computer Mediated ◽  
Personal Home Pages ◽  
Verbal Strategies

This paper presents the results of a content analysis of 1000 personal profiles posted on a pro-anorexia (pro-ana) group from the social networking site Xanga. Applying methods of computer-mediated communication discourse analysis, the visual and verbal strategies of self-presentation in pro-ana members’ profiles were examined. Competence, ingratiation, exemplification and supplication emerged as the main self-presentation strategies identified in the text-based profiles. In contrast to other online self-presentations (such as personal home pages and weblogs), new contents and meanings related to a pro-ana social identity were assigned to these strategies in the group. The analysis of the profile pictures revealed that pro-ana users of the site tended to remain visually anonymous, resorting to images of models and celebrities, and reproducing the thin ideal. Based on these findings, this study advances some conclusions about how the pro-ana identity is constructed in social networking sites.

My Desired Self, Avatar

2015 ◽  
Vol 7 (1) ◽  
pp. 1-13
Author(s):  
Youjeong Kim
Keyword(s):  
Social Networking ◽  
Communication Channel ◽  
Computer Mediated Communication ◽  
Social Networking Site ◽  
Self Concept ◽  
Experimental Setting ◽  
Mediated Communication ◽  
Major Question ◽  
Computer Mediated ◽  
The Social

In computer-mediated communication (CMC) environments, users utilize their avatars as a communication channel to interact and connect with others, and they choose and create them accordingly to represent their self. As such, several major question areas arise: 1) As an extension of identity, how does a user customize his/her avatar? How is the avatar's appearance related to the avatar creator's self-concept? 2) How does avatar creation influence the avatar creator's psychological and behavioral consequences? To answer these questions, the current study leveraged a Korean social networking site, which currently provides avatars called “Minimis,” in a randomized experimental setting. This study found that the more the participants perceived their avatars to look like their desired selves, the more likely they evaluated their avatars as being attractive, credible, confident, cool, capable, and persuasive, but failed to find a significant relationship between avatar users' perceptions toward self-created avatars and their attitudes toward the social network site or ads.. The limitations and implications will be discussed.

scholarly journals Emoticons in transactional and interactional exchanges: social networking chitchat versus working negotiation

2017 ◽  
Author(s):  
Carmen Maíz-Arévalo
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Computer Mediated Communication ◽  
Redes Sociales ◽  
Mediated Communication ◽  
Computer Mediated

Abstract: emoticons are ordinarily linked to more colloquial computer-mediated exchanges such as informal emails, chats, comments on social networking sites, etc. In these genres, the interactional function of language is also predominant even if there can also be transactional elements. The question rises whether more transactional and formal exchanges make a similar use of emoticons. This paper aims to compare the use of emoticons in two contrastive datasets of computer-mediated communication where either the interactional or transactional function predominates to find out whether emoticons are used as much in transactional as in interactional encounters and whether they perform the same functions.Resumen: en general, los emoticonos se asocian a contextos de carácter informal (mails informales, chats, redes sociales, etc.). En estos géneros, predomina la función interactiva del lenguaje incluso cuando hay cierta transacción. Esto nos lleva a plantearnos si los emoticonos tienen las misma frecuencia de uso y sirven para desempeñar las mismas funciones en aquellos intercambios mediados por ordenador de carácter más formal. El objetivo de este estudio es comparar el uso de los emoticonos en dos bases de datos: una de carácter interactivo frente a otra transaccional y ver si la frecuencia de uso y las funciones desempeñadas son equiparables.

Techno-Romance and Emerging Adulthood

2019 ◽  
pp. 99-134
Author(s):  
Varda Konstam
Keyword(s):  
Emerging Adulthood ◽  
Social Networking ◽  
Emerging Adults ◽  
Social Networking Sites ◽  
Computer Mediated Communication ◽  
Romantic Partners ◽  
Mediated Communication ◽  
Dating Apps ◽  
Computer Mediated ◽  
Study Participants

This chapter examines the ways in which technology influences the romantic behavior of emerging adults. From meeting new romantic partners to managing existing relationships to breaking up and recovering from breakups, computer-mediated communication (CMC) is entwined with romance. The ways in which CMC can objectify users and overwhelm them with too many choices are examined here. The chapter also examines dating apps as well as technologically influenced behaviors and challenges, such as “technoference” and sexting. The 29 study participants share their thoughts and experiences related to CMC and social networking sites, and how the inevitable presence of technology has affected their romantic lives.

scholarly journals PERCEPTION, MOTIVATION AND COMMUNICATIVE SELF-CONFIDENCE OF INDONESIAN STUDENTS ON WILLINGNESS TO COMMUNICATE IN L2 BY USING FACEBOOK

2018 ◽  
Vol 5 (1) ◽  
pp. 23-48
Author(s):  
Eka Fadilah
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
Willingness To Communicate ◽  
Mediated Communication ◽  
Factors Affecting ◽  
Self Confidence ◽  
Computer Mediated ◽  
Data Collection And Analysis

This present study aims to investigate direct and indirect factors affecting willingness to communicate (WTC) in L2 by using Facebook. The emergence of Computer Mediated Communication (CMC) and Social Networking Sites (SNSs) such as Facebook (FB) provides the considerable changes in teaching and learning. Learning which is not only carried out in the classroom, but also out of the classroom. A new trend of using Social Networking Sites (SNSs) has been highlighted recently to prompt learners’ L2 WTC. 156 participants of university students of English Department participated by filling out a set of questionnaire with a 5-point Likert-scale encompassing students’ perception, motivation, communicative self-confidence (CSC), and Willingness to Communicate (L2 WTC). The participants are second semester English students from private and state universities in three cities in Indonesia: Surabaya, Bali, and Malang. Data collection and analysis used a software package, AMOS 20, to gauge the magnitude of the factors affecting L2 WTC by using FB platform. The finding shows that there are considerable effects on perception and motivation mediated by communicative self-confidence to WTC. While, communicative self-confidence shows the strongest predictor on L2 WTC.  

Oral Synchronous Computer-Mediated Communication between SL Students

2013 ◽  
pp. 124-141
Author(s):  
Sergi Roura Planas
Keyword(s):  
International Students ◽  
Social Networking ◽  
Social Networking Sites ◽  
Computer Mediated Communication ◽  
Online Communication ◽  
Mediated Communication ◽  
Online Platform ◽  
Computer Mediated ◽  
Different Parts

Different ways of communication are encouraging the development of a different societal texture where social networking sites, blogs, or other Computer-Mediated Communication (CMC) tools are employed. The “youngcast” project, an international students’ exchange, has been designed to cope with the demands of this technologically globalized context we are immersed in; in this project, an online platform is used and Oral Synchronous Computer-Mediated Communication (OSCMC) exchanges are scheduled in order to join English and Spanish Second Language (SL) learners from different parts of the world. A case study, aimed to discover some of the preliminary factors inhibiting participants from taking part in the OSCMC exchanges, resulted in the design of an updated version of the online platform; this new environment is more focused on facilitating online communication between tandem partners and keeping track of some of their learners’ production for ulterior feedback.

From CMC Technologies to Social Participation Technologies

2010 ◽  
pp. 627-641 ◽  
Author(s):  
Chaka Chaka
Keyword(s):  
Social Networking ◽  
Social Participation ◽  
Virtual Worlds ◽  
Second Life ◽  
Social Networking Sites ◽  
Computer Mediated Communication ◽  
World Of Warcraft ◽  
Mediated Communication ◽  
Multiplayer Online Games ◽  
Computer Mediated

This chapter characterises the evolution of computer-mediated communication (CMC) technologies into social participation technologies (SPTs). With respect to the latter, it explores blogs, social networking sites (e.g., Facebook and MySpace), media sharing sites (e.g., Flickr and YouTube), virtual worlds (e.g., Second Life), massively multiplayer online games (e.g., Lineage and World of Warcraft), and mashups in varying degrees. It also contends that SPTs serve as instances of inscription and attention technologies in relation to users employing them. In addition, it delineates new genres, changing discourses, emerging literacies, online socialised learning and changing learners associated with SPTs. Against this background, the chapter provides, first, a short overview of the evolution of CMC technologies into SPTs. Second, it presents a case for new genres, changing discourses, emerging literacies, online socialised learning and changing learners in the context of SPTs. Last, it outlines some of the future trends likely to influence SPTs in relation to genres, discourses, literacies and online socialised learning.

Facebook and dramauthentic identity: A post-Goffmanian theory of identity performance on SNS

First Monday ◽  
2014 ◽  
Author(s):  
D. E. Wittkower
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Social Networking Site ◽  
Common Denominator ◽  
Identity Performance ◽  
Online Identity ◽  
Self Presentation ◽  
Line Life ◽  
Computer Mediated ◽  
Computer Mediated Communications

Early and persistent scholarly concerns with online identity emphasized the ways that computer–mediated communications have allowed new, inventive, and creative presentations of self, and the lack of connection between online identity and the facts of off–line life. After the ascendency and following ubiquity of Facebook, we find our online lives transformed. We have not only seen online identity reconnected to off–line life, but we have seen, through the particular structures of social networking sites, our online lives subjected to newfound pressures to unify self–presentations from various constitutive communities; pressures different from and in some ways greater than those of off–line life. After describing identity in computer–mediated communications prior to Facebook, and investigating the kinds of changed conditions brought about in social networking sites, I put forth a dramauthentic model of post–Facebook online identity. This model is comprised of three methods of exposure through multiply anchored self–presentation (mixed, agonistic, and lowest–common–denominator) and four strategies of interaction (spectacular, untidy, distributed, and minimized), each of which are employed non–exclusively and at different moments by most social networking site users.

My Desired Self, Avatar

Oncology ◽  
2017 ◽  
pp. 676-688
Author(s):  
Youjeong Kim
Keyword(s):  
Social Network ◽  
Social Networking ◽  
Computer Mediated Communication ◽  
Social Networking Site ◽  
Self Concept ◽  
Experimental Setting ◽  
Mediated Communication ◽  
Major Question ◽  
Computer Mediated ◽  
The Social

In computer-mediated communication (CMC) environments, users utilize their avatars as a communication channel to interact and connect with others, and they choose and create them accordingly to represent their self. As such, several major question areas arise: 1) As an extension of identity, how does a user customize his/her avatar? How is the avatar's appearance related to the avatar creator's self-concept? 2) How does avatar creation influence the avatar creator's psychological and behavioral consequences? To answer these questions, the current study leveraged a Korean social networking site, which currently provides avatars called “Minimis,” in a randomized experimental setting. This study found that the more the participants perceived their avatars to look like their desired selves, the more likely they evaluated their avatars as being attractive, credible, confident, cool, capable, and persuasive, but failed to find a significant relationship between avatar users' perceptions toward self-created avatars and their attitudes toward the social network site or ads.. The limitations and implications will be discussed.

scholarly journals Face to Facebook: Social media and the learning and teaching potential of symmetrical, sychronous communication

2013 ◽  
Vol 10 (1) ◽  
pp. 68-82
Author(s):  
George VanDoorn ◽  
◽  
Antoinette A. Eklund ◽  
Keyword(s):  
Social Media ◽  
Social Networking ◽  
Computer Mediated Communication ◽  
Specific Aspect ◽  
Social Networking Site ◽  
Mediated Communication ◽  
Learning And Teaching ◽  
Face To Face ◽  
Computer Mediated ◽  
Student Reactions

Social networking offers teachers and learners exciting opportunities to communicate. Web 2.0 and its synchronous communications platforms provide new avenues for teachers to deliver curriculum and facilitate learning. Further, they provide new avenues for students to engage and intensify their own learning. Being able to chat in real-time with a teacher, usually via face-to-face discussions, is something that many students studying in on-campus (or day) mode take for granted, and is something that distance or off-campus students are generally unable to experience. In the evolving, flexible-learning tertiary environment, viable and effective computer mediated communication (CMC) alternatives to face-to-face teaching need to be explored. These alternatives will only work if they prove useful to students. This article considers student reactions to social media as a teaching tool, probing its benefits and limitations. Over the course of a semester, third year on- and off-campus students communicated with an academic, outside lecture times, via the social networking site facebook®. Students were allowed to ask any questions they had that related to the unit. At the end of the semester students were provided with a 10-item questionnaire asking them to evaluate their experience. This study looked at a specific aspect of social networking — synchronous text-based chat — and the students’ perceptions of its usefulness for their learning.

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