Growing as social beings: How social media use for college sports is associated with college students’ group identity and collective self-esteem

Kim, Bumsoo; Kim, Yonghwan

doi:10.1016/j.chb.2019.03.016

Cited by 39 publications

(41 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The contribution of this study to the understanding of how variables of perception and development of the individual’s social identity are sustained in conditions of management of their educational context is important, considering the enormous social and cultural influence, as well as values, that membership in a particular school educational community involves. This allows for a better perception of the connections between the disposition of public policies applied in education and the subjective results of students, given the possible implications this may have in the development of school trajectories ( Eccles et al, 2006 ; Kim and Kim, 2019 ).…”

Section: Discussionmentioning

confidence: 99%

“…Studies have also been published that show the effect of collective self-esteem on the self-construals responsible for psychological well-being in students at the higher education level ( Yu et al, 2016 ). Other studies have been conducted to better understand social identity models based on intra-group practices, such as sport activities, physical education, and its propagation as a community activity in social networks, which strengthen group identity and cohesion, especially in highly competitive communities ( Kim and Kim, 2019 ; Røset et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Collective Self-Esteem and School Segregation in Chilean Secondary Students

et al. 2021

View full text Add to dashboard Cite

Chile has established hybrid policies for the administrative distribution of its educational establishments, leading to significant gaps in educational results and school conditions between public, mixed, and private schools. As a result, there are high levels of segregation, and social and economic vulnerability that put public schools at a disadvantage, affecting their image and causing a constant decrease in enrollment. An abbreviated version of Luhtanen and Crocker’s (1992) collective self-esteem scale was adapted and validated for the Chilean educational context because of its usefulness in studying processes of social segregation and cultural coherence, seeking to identify student perception about the appreciation of school actions in the context of belonging and identification with schools, in order to compare between groups according to types of establishment and assess the effects of school conditions on the perception of students. A representative sample of Chilean secondary students between 9th and 12th grades participated (n = 3635, 52.8% women, average age 15.9 years, SD = 1.1). Descriptive analyses, comparison of means between groups, confirmatory factorial analyses, and multi-group analyses were conducted to test the adjustment and invariance of the unifactorial structure of a reduced version of four items. The results indicated that the scale satisfactorily complies with the proposed adjustment indexes, presents total invariance by gender and partial invariance by administrative dependence, and allows establishing statistically significant differences in the collective self-esteem, indicating a higher score for students in the private system, and a lower score for those in the public system. These results show the negative effects of high school segregation on students’ collective self-esteem, affecting the appreciation of personal, collective, and institutional activities and the sense of belonging. Although previous research has explored some of the effects of school segregation, the present study focuses on collective self-esteem, which is closely related to identity and belonging, and allows for further innovative research on school segregation. The scale is useful as an instrument for researching social conditions of student well-being, in regards to educational management.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Collective Self-Esteem and School Segregation in Chilean Secondary Students

et al. 2021

View full text Add to dashboard Cite

show abstract

“…University students especially pay attention to how they develop socially in campus. This situation, which is also mentioned in the social identity theory, is defined as the identification of individuals with various symbols to make themselves more social (Kim & Kim, 2019). These symbols and social comparisons, which are a reflection of the individual's actions, intentions or attitudes, the person sees himself in the groups he wants to belong to, and this behavior can be determined by providing psychological discrimination (Martyn, Fowler, Kropp, Oja, & Bass, 2019).The right social media use of the firms will attract their customers, who are seeking symbolic pursuits, as well as the opportunity to make financial gain from this selectivity (Nevin et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

The Effect of Sports Science Students’ Social Media Addictions on Redundant Purchasing Behavior

Doğaner

Akoğlu

2020

Asian Journal of Education and Training

View full text Add to dashboard Cite

“…According to Zachos et al (2018), there is still no empirical evidence that internet social networks exert any kind of influence on higher education students' personality building and, even if it does, whether that influence is positive or negative. In turn, Kim and Kim (2019) argue that social media can significantly shape higher education students' identity, and variables such as gender and ethnicity can influence the way how identity is (re)constructed.…”

Section: Between Studentsmentioning

confidence: 99%

Social Media Centrality in Identity (Re)construction in Higher Education

Sá¹,

Serpa

Ferreira

et al. 2020

JESR

View full text Add to dashboard Cite

Social media, including digital social networks, runs through a large part of society. This position paper analyses the social media centrality in identity (re)construction in higher education, seeking to add to the understanding of the social media’s role in the identity, both in the individual dimension – of several higher education actors (academics and students) – and in the identity of higher education institutions. In methodological terms, a selection and review of publications addressing this topic were conducted. Results allow concluding that it is critical to consider the growing relevance of digital social networks in shaping these actors’ identity, without disregarding the individual situations of great limitation or even rejection by the presence of digital social networks in identity (re)construction. Regarding the implications, at the theoretical level and according to the existing corpus of knowledge, there is a need for further studies to deepen the understanding of this topic. As a practical implication, while the presence of digital social media in human relationships is unavoidable in many instances, the intentional and relevant mobilization of these digital social media is crucial, both for higher effectiveness and efficacy of the academic-student interaction and for the dissemination and positive image of higher education institutions and academics.

show abstract

Growing as social beings: How social media use for college sports is associated with college students’ group identity and collective self-esteem

Cited by 39 publications

References 49 publications

Collective Self-Esteem and School Segregation in Chilean Secondary Students

Collective Self-Esteem and School Segregation in Chilean Secondary Students

The Effect of Sports Science Students’ Social Media Addictions on Redundant Purchasing Behavior

Social Media Centrality in Identity (Re)construction in Higher Education

Contact Info

Product

Resources

About