Online posting anxiety: impacts on blogging

Liu, Sunny Xun

doi:10.1080/17544751003740391

Cited by 11 publications

(21 citation statements)

References 33 publications

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“…The factors of editability and contribution judgement reflect findings in the wiki literature where users have expressed concern over editing wikis due to the fact that their edits can be changed (Glaser, 2004;Lund and Smordal, 2006;Raitman et al, 2005) as well as the potential judgement by other users (Guzdial et al, 2002;Holtzblatt et al, 2010). Indeed editability and contribution judgement concerns have been seen to be important in social technology use more widely (Grudin, 1988;Liu, 2010;Orlikowski, 1992). The judgement and editability factors are hugely relevant to the accurate measure of anxiety towards wiki interactions and make the measurement of this anxiety more accurate than existing metrics offered by the technology-related anxiety literature in these contexts.…”

Section: Discussionsupporting

confidence: 53%

“…Qualitative research of wiki use in enterprise (Holtzblatt et al, 2010) and of a Higher Education tool Co-Web (Guzdial et al, 2002), which operates similarly to a wiki, highlights that contributors can be anxious that their contributions will be judged unfavourably by other site users. A similar user posting anxiety due to audience concerns was also noted in research on blogs (Liu, 2010) as well as wikis (Liu, 2009), with the social nature of content creation formation and presentation on these sites being hypothesized as a potential stressor. Indeed, this has been highlighted in other social technology research, whereby users fear that they may make their misinterpretations and lack of knowledge public to other users by contributing content to social systems (Orlikowski, 1992).…”

Section: Introductionmentioning

confidence: 61%

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Measuring Anxiety Towards Wiki Editing: Investigating the Dimensionality of the Wiki Anxiety Inventory-Editing

Cowan

Jack

2013

Interacting with Computers

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Although wikis are common in both the workplace and in Higher Education, little research has studied the wiki user experience. Recent literature highlights that users may be anxious about editing wiki content; yet in most of this research this anxiety has not been measured quantitatively. Although computer anxiety metrics exist to measure anxiety towards technology, they lack specificity and relevance to the wiki editing context. This paper reports two studies used to research the validity and reliability of the wiki anxiety inventory-editing (WAI-E), an inventory developed and used to measure anxiety in wiki editing (Study 1) and to explore the factor structure of the WAI-E and the validity and reliability of the resulting subscales (Study 2). Study 1 shows that the WAI-E, when used as a uni-dimensional structure, shows high reliability and validity. The principal component analysis conducted in Study 2 showed that the measure converged on a three-factor solution with factors measuring positive affect, editability anxiety and contribution judgement anxiety. The subscales showed high reliability and validity. It therefore seems that although the validity and reliability of using the WAI-E as a uni-dimensional construct are high, the use of the metric as such hides the true structure and nuances of the concept of wiki anxiety. RESEARCH HIGHLIGHTS • The paper presents a self-report inventory (wiki anxiety inventory-editing, WAI-E) to measure anxiety in wiki editing. • The uni-dimensional WAI-E has good reliability and validity. • Principal component analysis (PCA) highlights three factors: positive affect, editability anxiety and contribution judgement anxiety. • These factors also show high reliability and validity. • PCA shows that use of uni-dimensional WAI-E masks strong factor structure of WAI-E.

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Section: Discussionsupporting

confidence: 53%

Section: Introductionmentioning

confidence: 61%

Measuring Anxiety Towards Wiki Editing: Investigating the Dimensionality of the Wiki Anxiety Inventory-Editing

Cowan

Jack

2013

Interacting with Computers

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“…According to Bandura’s (1986) Social Cognitive Theory (SCT), anxiety plays a crucial role in affecting human actions. In the social media context, Liu (2010) also found that posting anxiety exerts great influence on blog maintenance intentions. As such, it is reasonable to infer that users’ intentions to update Weibo messages infrequently may result from their posting anxiety.…”

Section: Introductionmentioning

confidence: 93%

“…The inducement of writing anxiety is the internal censor of a writer who has received undesirable comments from others (Boice, 1993). In the context of CMC, writing-related anxiety influences the use of communication technologies (e.g., Scott and Rockwell, 1997; McDowell, 1998; Liu, 2010). As a new form of text-based communication in China, Weibo users may experience writing-related anxiety regarding writing situations and evaluation by others when they post or update information.…”

Section: Weibo Posting Anxietymentioning

confidence: 99%

Examining Weibo posting anxiety among well-educated youth in China

Lin

2016

Information Development

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This study extends the application of Social Cognitive Theory (SCT) to investigate the nature of Weibo posting anxiety and its determinants (i.e., micro-blogging self-efficacy, outcome expectations, and prior experience) among well-educated youth in China. Analyzing semi-structured interviews with Chinese Weibo users, this study identified four dimensions of microblogging posting anxiety, including social-, writing-, technology-, and safety-related anxiety. Fear of receiving negative evaluation from offline friends and leaking personal information to unknown/dangerous readers were the main reasons for their Weibo posting anxiety. Prior experiences of obtaining undesirable comments and disappointing feedback were found to create negative outcome expectations of Weibo usage (e.g., deteriorating self-presentation and causing misunderstanding), which may indirectly induce Weibo posting anxiety. However, self-efficacy did not play a significant role in generating anxious reactions towards Weibo posting. Theoretically, this study uses an SCT analytical lens to enhance the understanding of Weibo posting anxiety among Chinese users. Practically, the findings provide insights to services operators and system designers about users’ anxiety in using social media like Weibo so as to improve the service and boost the usage. Note: An oral presentation of this article was made at the 2014 annual meeting of the Association for Education in Journalism and Mass Communication (AEJMC), Montreal, Canada.

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“…Pour lutter contre l'anxiété, ils utilisent des stratégies d'évitement 52 . Ils n'ont pas visité de pays où la langue étrangère est parlée 53 , ils sont plus âgés et ils ont des problèmes d'acquisition des subtilités de la langue 54 , ce qui pourrait être attribué à leur inconscience de leur performance croissante 55 , à leur manque de confiance en eux et à la peur de perdre la face 56 . La plupart d'entre eux sont des femmes 57 .…”

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Review of studies on the relationship between language anxiety and achievement

Kalińska-Łuszczyńska

2016

Annales Neophilologiarum

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Cet article présente une analyse d'études sur la relation entre l'anxiété langagière et la réussite, réalisées dans différents pays et dans différents groupes d'âge à divers niveaux de compétences, en appliquant différents modèles de recherche et instruments de mesure de l'anxiété. La littérature sur l'anxiété langagière décrit une relation négative entre l'anxiété langagière et la réussite dans l'apprentissage d'une langue 1. Le développement de mesures distinctes spécifiques à l'anxiété langagière, comme le FLCAS (Foreign Language Classroom Anxiety Scale), accompagné de l'utilisation de mesures plus subtiles d'évaluation de la réussite, permet de comprendre les véritables conséquences de l'anxiété. Nous présentons ci-dessous un choix d'études sur cette relation qui utilisent une série de mesures de la réussite dans l'apprentissage d'une langue étrangère. Outre les notes finales, il est possible d'utiliser d'autres méthodes d'évaluation des résultats : les notes attendues 2 , l'auto-évaluation et l'évaluation par les autres apprenants peuvent être utilisées, assurant une plus grande cohérence des résultats. * Sylwia Kalińska-Łuszczyńska-doktor nauk humanistycznych w zakresie językoznawstwa stosowanego, specjalista w dydaktyce nauczania języka francuskiego jako obcego. Adiunkt w Katedrze Filologii Romańskiej Uniwersytetu Szczecińskiego.

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Online posting anxiety: impacts on blogging

Cited by 11 publications

References 33 publications

Measuring Anxiety Towards Wiki Editing: Investigating the Dimensionality of the Wiki Anxiety Inventory-Editing

Measuring Anxiety Towards Wiki Editing: Investigating the Dimensionality of the Wiki Anxiety Inventory-Editing

Examining Weibo posting anxiety among well-educated youth in China

Review of studies on the relationship between language anxiety and achievement

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