Measuring Online Communication Attitude: Instrument Development and Validation

Ledbetter, Andrew M.

doi:10.1080/03637750903300262

Cited by 103 publications

(169 citation statements)

References 44 publications

(46 reference statements)

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“…The other two factors concern different worries, about self-image and privacy. Ledbetter (2009) identified five different attitudes towards online communication just partially similar to our factors. We should note that we investigated the attitude towards a specific medium (FB) whereas Ledbetter towards all the forms of online communication (i.e., some items ask the opinion about e-mail).…”

Section: Discussionmentioning

confidence: 91%

“…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). Other scholars used different measures (Prescott, 2014).…”

Section: Current Studymentioning

confidence: 99%

“…As in the case of other media, the attitudes toward online communication may influence the way people use the online social media like FB. Ledbetter (2009) identified five dimensions of the attitude towards online communication but in a subsequent study, Ledbetter and colleagues (2011) used just two of these dimensions. They found that people with a positive expectation that social networking sites help maintaining connections within a social network are more likely to communicate via FB.…”

Section: Attitude Towards Facebookmentioning

confidence: 99%

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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: Discussionmentioning

confidence: 91%

Section: Current Studymentioning

confidence: 99%

Section: Attitude Towards Facebookmentioning

confidence: 99%

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

Tartaglia

2016

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“…Previous studies of the motivations for technology use have found that the motivations are not isolated, static traits, but interrelated structures (Ledbetter, 2009;Markus, Manville, & Agres, 2000;Rubin, 1983;Vodanovich et al, 2010), suggesting that people select a technology for interrelated reasons. For instance, Ledbetter (2009) speculated about a possible structural model among five online communication attitude variables that indicated their direct and indirect relationships, after identifying strong correlations among the variables.…”

Section: Hierarchical Framework Of Technology Use Motivationsmentioning

confidence: 99%

“…Although research in psychology, organisational behaviour, and consumer behaviour have long recognised and investigated the hierarchical nature of human motivation (e.g., Bagozzi, Bergami, & Leone, 2003;Pieters, Baumgartner, & Allen, 1995;Wagner, 2007), this phenomenon has been widely overlooked in the literature regarding human communication and technology use behaviour (Guo, Lu, Li, & Li, 2011). The construction of these factors into an inter-related framework for each group is useful for illustrating the different drivers which influence the way students use technologies in learning (Ledbetter, 2009;Roberts, Hann, & Slaughter, 2006). Such information would allow us to assess the relative importance of the factors and their direct and indirect hierarchical relationship so that we might predict the influence of each factor (Hasan, Shankar, & Sarkis, 2007).…”

Section: Introductionmentioning

confidence: 99%

Typology and Hierarchy of Students’ Motivations to Use Technology in Learning

Stevens

Guo

2018

AJIS

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Considerable discussion has taken place in practice and academe regarding the need for changes to the educational system to better suit current student's approaches and preferences for technology use in learning. Much of this discussion involves assumptions about the current students (referred to by some as 'digital natives') preference for independent learning and that students are motivated in similar ways to use technology to achieve and support their preferred learning style. This study sought to better understand student's motivations for technology use in learning and whether assumptions about the homogeneity of motivations are warranted. We sought to identify students' motivation typology and any groupings within these typologies, and understand the inter-relationship between motivations. Using data collected from 16 Information Systems (IS) students via the Repertory Grid Interview technique (RGT), a cluster analysis segmented respondents into two distinct groups: 'Independent Learners' and 'Traditional Learners'. A hierarchical framework of technology use motivations was developed for each group using Interpretive Structural Modelling (ISM) and Cross-impact Matrix Multiplication Applied to Classification (MICMAC) was used to categorise each group's motivation factors. Results show that the two groups were driven to achieve the same learning goals by different paths and hence questioning the assumption of homogeneity in technology use motivations among the current student cohort.

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A framework of students' reasons for using CMC media in learning contexts: A structural approach

Guo¹,

Lu²,

Li³

et al. 2011

J. Am. Soc. Inf. Sci.

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Motivated by the increasing popularity of computermediated communication (CMC) media in university students' learning, this study employs a four-stage novel approach for analyzing and developing a structured hierarchy framework for students' usage of CMC media in learning contexts. First, media characteristics and the Uses and Gratifications (U&G) approach were adopted to understand student-specific reasons for using media. Second, a set of relevant data concerning the university students' reasons for using CMC media was collected by the Repertory Grid Interview Technique (RGT) and analyzed qualitatively using content analysis. The Interpretive Structural Modeling (ISM) technique was then used to develop a six-level hierarchical structural model of media use reasons. Finally, the cross-impact matrix multiplication applied to classification (MICMAC) technique was used to analyze the driver and dependence power for each media use reason and identify the hidden and indirect relationships among all reasons. The reasons related to students' use of CMC were classified as independent variables, linkage variables, and dependent variables. The study provides a validated typology of different clusters of interrelated students' reasons for using CMC media in learning contexts. The findings of this study will have significant implications and will be helpful for researchers, university policy-makers, instructors, and organizations in framing CMC technology implementation and use strategies. IntroductionA number of factors suggest that understanding the reasons behind students' use of various computer-mediated communication (CMC) media in their learning contexts is crucial today (Jones, Blackey, Fitzgibbon, & Chew et al., 2010;Liaw, Huang, & Chen, 2007). These factors include the rapid evolution of CMC media over the last decade, the significant number of students becoming extensive users of information and communication technology (ICT) (Horrigan, 2007), and the vast opportunities that students may have with various CMC media to enhance their learning (Jones et al., 2010;Liaw et al., 2007;Tao, 2008). Such an examination could help us maintain and enhance students'interests toward learning through technologies (Tao, 2008) and ensure the successful implementation of those technologies (Kuehn, 1994;Shroff, Vogel, Coombes, & Lee, 2007). However, this growing interest in CMC use has not yet been matched by sufficient attention to identifying a systematic framework describing students' reasons for using (and thus also not using) these technologies in their learning contexts (Guo, Tan, & Cheung, 2010;Tao, 2008). In addition, there is a gap in the understanding of the interrelated nature of these reasons (Dixon, 1996;Rubin, 1983;Rubin & Rubin, 1985). Although past research has attempted to identify the correlations among people's reasons for using media (e.g., Ledbetter, 2009;Rubin, 1983), little research has been conducted to empirically uncover the nature of the relationships among these JOURNAL OF THE AMERICAN SOCIETY FOR INFO...

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Measuring Online Communication Attitude: Instrument Development and Validation

Cited by 103 publications

References 44 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

Typology and Hierarchy of Students’ Motivations to Use Technology in Learning

A framework of students' reasons for using CMC media in learning contexts: A structural approach

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