Aligning principal and agent’s incentives: A principal–agent perspective of social networking sites

Chang, Linda; Chen, Victor

doi:10.1016/j.eswa.2013.10.040

Cited by 17 publications

(9 citation statements)

References 83 publications

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“…Trust is another factor that was highly researched with regard to OSNs [ 26 ]. Trust in Facebook has been shown to affect users’ privacy concerns directly [ 27 ]. In another study, trust was highly influenced by security and privacy, and had a strong impact on the users’ attitudes and intention to use OSN [ 28 ].…”

Section: Literature Review and Theoretical Developmentmentioning

confidence: 99%

A Model of Perception of Privacy, Trust, and Self-Disclosure on Online Social Networks

Zlatolas

Welzer

Hölbl

et al. 2019

Entropy

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Online Social Networks are used widely, raising new issues in terms of privacy, trust, and self-disclosure. For a better understanding of these issues for Facebook users, a model was built that includes privacy value, privacy risk, trust, privacy control, privacy concerns, and self-disclosure. A total of 602 respondents participated in an online survey, and structural equation modeling was used to evaluate the model. The findings indicate significant relationships between the constructs in this study. The model from our study contributes new knowledge to privacy issues, trust and self-disclosure on Online Social Networks for other researchers or developers of online social networks.

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Section: Literature Review and Theoretical Developmentmentioning

confidence: 99%

A Model of Perception of Privacy, Trust, and Self-Disclosure on Online Social Networks

Zlatolas

Welzer

Hölbl

et al. 2019

Entropy

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“…Schoolchildren's ever-increasing usage of social networking sites and instant messaging apps and their greater presence in these environments has much to do with these being the ideal platforms for building social relationships among peers, strengthening friendships, and meeting the need to constantly be connected and kept updated about all events and developments happening around them. This ongoing interaction also encourages the development of social norms among these youngsters, leads to acceptance by their peers, and helps shape their personality (Boyd, 2008;Chang & Chen, 2014;Davenport et al, 2014;Ellison, Vitak, Gray, & Lampe, 2014;Valkenburg & Peter, 2009).…”

Section: Sample Descriptive Datamentioning

confidence: 99%

“…Social networking sites and instant messaging apps enable users to socially interact with one another as well as publish and share personal and social information among followers and friends, as is the case of Facebook, Instagram, Tuenti, Twitter, and WhatsApp (Chang & Chen, 2014;Davenport et al, 2014;Lee, 2014;Reinecke & Trepte, 2014;Spies & Margolin, 2014). This group of online platforms is characterized as having a public, semi-public, or private profile (Oh, Ozkaya, & LaRose, 2014;Reinecke & Trepte, 2014).…”

mentioning

confidence: 99%

Cybergossip and cyberbullying during primary school years

López-Pradas

Romera

Casas

et al. 2017

Psicología Educativa

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The use of social networking sites and instant messaging apps, despite playing a key role in building social relations, poses a risk, such as cybergossip. This research focused on the study and measurement of the cybergossip phenomenon and the psychometric properties of the Cybergossip-Q-Primary instrument. Cybergossip involvement in the development of cyberbehaviours performed in cyberbullying was analyzed. The European Cyberbullying Intervention Project Questionnaire (ECIPQ) was adapted to primary school-age children. The sample comprised 866 students (52.9% girls) with ages ranging from 10 to 13years (M = 11.21, SD = 0.90). Using both exploratory and confirmatory factor analyses, the fit of a one-dimensional structure for the cybergossip instrument and a two-dimensional structure for cyberbullying (cyberaggression and cybervictimization) were contrasted. A structural equations analysis revealed a significant relationship between cybergossip and cyberbullying. The results in relation to cybergossip, cyberaggression, cybervictimization, and the consequences of misinterpreting information are discussed.

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“…The low completion rates mean that there are limited active learners participating in MOOCs learning. This is a substantial problem, because user participation is an important indicator to measure the sustainability of virtual communities (Chang & Chen, 2014;Zhou, Zuo, Yu, & Chai, 2014). Scholars are thus curious about MOOCs' effectiveness and sustainability in their early stages (Alraimi, Zo, & Ciganek, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the factors affecting learners’ continuance intention of MOOCs for online collaborative learning: An extended ECM perspective

Zhou

2017

AJET

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The purpose of this paper was to investigate what factors influence learners' continuance intention in massive open online courses (MOOCs) for online collaborative learning. An extended expectation confirmation model (ECM) was adopted as the theoretical foundation. A total of 435 valid samples were collected in mainland China and structural equation model (SEM) approach was adopted. The descriptive statistics show that platforms from abroad, such as Coursera and Khan, are more popular than native ones in mainland China. The empirical results show that the effects of three ECM factors (satisfaction with prior learning experience, confirmation with prior learning experience, and perceived usefulness) are significant. Different factors have different predicting power. Knowledge outcome is the first powerful indicator of learners' continuance intention of MOOCs, followed by social influence, learners' satisfaction with prior learning experience, and performance proficiency. The effects of knowledge outcome, performance proficiency, and social influence are significant, showing the success of extended ECM.

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Aligning principal and agent’s incentives: A principal–agent perspective of social networking sites

Cited by 17 publications

References 83 publications

A Model of Perception of Privacy, Trust, and Self-Disclosure on Online Social Networks

A Model of Perception of Privacy, Trust, and Self-Disclosure on Online Social Networks

Cybergossip and cyberbullying during primary school years

Exploring the factors affecting learners’ continuance intention of MOOCs for online collaborative learning: An extended ECM perspective

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