Correlates of Facebook usage patterns: The relationship between passive Facebook use, social anxiety symptoms, and brooding

Exploring how social networking sites impact youth with anxiety: A qualitative study of Facebook stressors among adolescents with an anxiety disorder diagnosis

“…However, Facebook use has limited ability to contribute positively to the well-being of individuals with SAD and may eventually result in increased propensity for poor outcomes and lower quality of life (Indian & Grieve, 2014;Weidman et al, 2012). In a recent study, Shaw et al (2015), found that greater SAD symptoms predicted increased passive Facebook use and this relationship was mediated by brooding, a known risk factor for SAD.…”

“…Privacy settings allow users to routinely adjust who has access to, and who is blocked from viewing their shared content (Shaw et al, 2015). Through Facebook, adolescents can observe others anonymously, control their self-image, and make social comparisons with others (Ellison, 2007;Neira et al, 2014;Shaw et al, 2015). The rising use of SNSs has received considerable attention worldwide and reviews on their impact on users' mental health are mixed Sampasa-Kanyinga & Lewis, 2015;Valkenburg, Koutamanis, & Vossen, 2017;Verduyn, Ybarra, Résibois, Jonides, & Kross, 2017).…”

“…Passive use includes reading newsfeeds (i.e., a collection of posts shared by friends), looking through users' profiles, examining one's own profile, and reviewing old statuses or messages. Privacy settings allow users to routinely adjust who has access to, and who is blocked from viewing their shared content (Shaw et al, 2015). Through Facebook, adolescents can observe others anonymously, control their self-image, and make social comparisons with others (Ellison, 2007;Neira et al, 2014;Shaw et al, 2015).…”

“…Facebook provides not only a forum for communication via instant messaging but also allows youth to share personal content (e.g., photographs, videos, status updates, and profile posts), and to provide and receive feedback (e.g., commenting on others' shared content and reacting to content by clicking on emotions such as, "like," "love," "wow," "angry," or "sad") (Neira, Corey, & Barber, 2014;Shaw, Timpano, Tran, & Joormann, 2015). Additionally, Facebook allows for passive use by navigating through the site without posting or reacting to content.…”

Percepción de Estudiantes de Psicología sobre el Uso de Facebook para Desarrollar Pensamiento Crítico

“…Destaca entre estos resultados que un 67% de los encuestados afirma que a pesar de no escribir comentarios en el grupo Facebook, sí participaban de él revisando lo aportado por sus compañeros. Se han estudiado dos patrones o tipos de actividad en el uso de Facebook en adultos y adolescentes: un uso pasivo o de "consumo", como por ejemplo leer lo que otros publican, y la comunicación dirigida (Burke et al, 2010;Shaw, 2015). En el caso de las plataformas virtuales creadas con fines de aprendizaje, la participación pasiva tiende a ser mayoritaria cuando la utilización de la plataforma es opcional y complementaria a la docencia presencial, presentándose tasas de participación activa cercanas a un tercio de los estudiantes (Jia et al, 2012), las que sí tienden a ser mayores cuando se compara Facebook con otras plataformas como los blogs o Moodle, ya que en estas últimas se reportan porcentajes mayores de usuarios pasivos (González, 2012).…”