Attitudes Toward Online Social Connection and Self-Disclosure as Predictors of Facebook Communication and Relational Closeness

Ledbetter, Andrew M.; Mazer, Joseph P.; DeGroot, Jocelyn M.; Meyer, Kevin R.; Mao, Yuping; Swafford, Brian

doi:10.1177/0093650210365537

Cited by 268 publications

(203 citation statements)

References 64 publications

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“…At present FB is a widespread social phenomenon so it is not interesting to investigate whether people use it but what they do with it. The different modalities of use may be influenced by the various expectancies that people have towards the medium, which cannot be conceptualized as a simple positive or negative attitude (Ledbetter et al, 2011). Ledbetter investigated specifically the attitudes towards online communication but used a different number of attitudes in different studies (Ledbetter, 2009;Ledbetter et al, 2011).…”

Section: Current Studymentioning

confidence: 99%

Different Modalities of Using Facebook: The Influence of Actual Social Relations, Wellbeing, and Attitude Towards the Medium

Tartaglia

2016

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Abstract:The online social networks attract the social scientists' attention because of their large diffusion and their social and psychological impact. The majority of the studies focus on Facebook because it is the largest one. There are contrasting opinions on the positivity of that social medium. It is not possible to reach univocal results considering the use of Facebook as a whole. It is better to distinguish different modalities of use. This study investigates these modalities and predicts them on a sample of young adults in Italy. The analyses were carried out in two steps. The first one identifying the modalities of using Facebook and the attitudes towards it. The second one testing the influence of different predictors: actual social relations, wellbeing, and the attitudes towards the medium. Participants use Facebook in different ways. Implications are discussed.

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Section: Current Studymentioning

confidence: 99%

Different Modalities of Using Facebook: The Influence of Actual Social Relations, Wellbeing, and Attitude Towards the Medium

Tartaglia

2016

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“…This theme is closely related to literature that has established affective responses (i.e., expression of emotions, use of humor, self-disclosure) among online users as an element constituting social presence (Ledbetter, Mazer, DeGroot, Meyer, Mao, & Swafford, 2011). In particular, self-disclosure has been recognized as an important element increasing social presence and supporting the construction of knowledge (Shamp, 1991) and improving student motivation and class climate (Mazer, Murphy, & Simonds, 2009).…”

Section: Discussionmentioning

confidence: 68%

IRRODL Volume 14, Number 5

Authors

2013

IRRODL

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This is my first editorial of IRRODL as one of the two co-editors with Dianne Conrad.As she did previously, I would like to take this opportunity to thank Terry Anderson for all the work he has done in building IRRODL into a world class scholarly journal, a leader in our field. And neither of us could manage this feat without the professional assistance of Brigette McConkey, IRRODL's managing editor.The articles in this issue of IRRODL have been grouped into two sections. The first provides us with research findings of interest to educational administrators and consists of articles on capacity building and leadership as well as more technical research on computer security and modeling. The second section is concerned with teaching and learning and consists of articles on training and teaching methods followed by research studies related to interactivity and social media. lectures, service quality, and innovativeness were all significant factors affecting behavioural intention to use mobile learning. Capacity building/leadership Administration Computer security and modelingOnline learning administrators need to be more aware of issues surrounding computer security and computer modeling. In their paper, Chen and He use blog mining as well as a traditional literature search to determine the awareness of security risks in online environments, noting that security is not considered to be a top priority. On the other hand, Amigud conducted a survey of five distance education programs on their learner authentication strategies, confirming that at least in this one problem area, secure identification is possible at a distance. The Yildiz et al. paper describes a fuzzy model program designed to accurately predict students' performance, concluding that the most accurate results came from the model that was based on experts' opinions. Teaching and Interactivity TeachingUsing a qualitative meta-ethnographic approach, Mbati explored student experiences using social media, finding that online discussion forums are ideal for the stimulation of learning in elearning programs. Shattuck and Anderson explored whether a training course had any impact on teaching practice. They recommend design principles for instructor training. Mavroudi and Hadzilacos adopted a learning needs approach to study the design of courses for elearning. They combined learner, context, and needs analyses into a coherent framework for replication. InteractivityInter-personal interaction has been identified by many researchers as an important learning variable that can be supported online using social media. Castaño-Muñoz et al. The paper explores the interaction effects of level and agreement, finding that in classes with high levels of teaching presence, the higher the agreement about teaching presence, the higher the agreement about cognitive and social presence especially for classes reporting stronger levels of cognitive and social presence. In classes with lower levels of teaching presence, agreement has a different effect.

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“…Self-disclosure between ethno-religious groups relation has a very positive effect on the quality of interracial relationship [10]. Self-disclosure is closely associated with positive interactions and relationships [11]. Self-disclosure is the way each individual of different groups to know each other and understand their beliefs and values more accurately [7].…”

Section: Contact Theorymentioning

confidence: 99%

Psychological Perspective Theories of Harmony of Ethno-Religious Group Relation

Afandi¹

2018

Proceedings of the 8th International Conference of Asian Association of Indigenous and Cultural Psychology (ICAAIP 2017)

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Abstract-During this period, study on ethno-religious group relations is more focused on the conflicts that occur between them. This condition then has implications for the many theoretical reviews about it. Theories that discuss about ethno-religious group conflict are very easy to find in various social science literatures, including psychology. In contrast to ethnic-religious group conflict, study about harmony of ethno-religious group relation are still rarely done so that it implies to the lack of theoretical reviews about it. Even if there is a theory, it does not explain comprehensively. Although, as a discipline, psychology has actually offered some theoretical concept that explain comprehensively about harmony of ethno-religious group relation. This paper aims to inform the public that the psychology, especially social psychology has long been concerned about harmony of ethno-religious group relation. Contact Theory, Cross Cutting Categorization Theory, Common Ingroup Identity Model Theory, and Cooperation and Competition Theory are some social psychology theories that discuss about harmony of ethno-religious group relation which will be describes systematically and concise in this paper.

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Attitudes Toward Online Social Connection and Self-Disclosure as Predictors of Facebook Communication and Relational Closeness

Cited by 268 publications

References 64 publications

Different Modalities of Using Facebook: The Influence of Actual Social Relations, Wellbeing, and Attitude Towards the Medium

Different Modalities of Using Facebook: The Influence of Actual Social Relations, Wellbeing, and Attitude Towards the Medium

IRRODL Volume 14, Number 5

Psychological Perspective Theories of Harmony of Ethno-Religious Group Relation

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