Personal homepage construction as an expression of social development.

Schmitt, Kelly L.; Dayanim, Shoshana; Matthias, Stacey

doi:10.1037/0012-1649.44.2.496

Cited by 71 publications

(57 citation statements)

References 45 publications

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“…Equally as important, as suggested in previous research (e.g. Peter et al 2005;Schmitt et al 2008), blog use may be an effective way for adolescents to express themselves, explore their identity, and share information with others.…”

Section: Discussionmentioning

confidence: 87%

“…As a unique, inclusive, and far reaching social outlet, the Internet offers fertile ground for social experimentation, as well as the development and nurturance of interpersonal relationships (Wolak et al 2003). Some, in fact, suggest that adolescent Internet use encourages identity exploration, self-expression, and overall positive youth development (Schmitt et al 2008;. Additionally, some suspect (Larson 2001;Schmitt et al 2008) that computers and the Internet have more developmental promise than other forms of media, such as television, because they allow for active participation, individualization, and identity formation.…”

Section: Social Networking and Community Building Through The Internetmentioning

confidence: 97%

“…In many ways, these traditional outlets served as mechanisms for identity development and exploration as users could post original artwork or poetry online for others to view (Schmitt et al 2008). Early blogs were stand-alone sites containing only narrative entries.…”

Section: Blogs As a Form Of Social Networkingmentioning

confidence: 98%

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Adolescent Weblog Use: Risky or Protective?

Anderson-Butcher

Lasseigne

Ball

et al. 2010

Child Adolesc Soc Work J

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Weblogs, or personal websites updated in time-based fashions, are common media used for expressing thoughts and networking socially online (Lenhart et al. in Teens and social media, Pew Internet and American Life Project, Washington, DC, 2007). This qualitative study describes the content of 100 adolescent weblog users' communications through a risk and resilience framework. These users primarily utilized weblogs for community building, as most of their postings involved communications designed to foster and nurture relationships with peers via the weblog. The majority of the content posted involved the discussion of common prosocial behaviors, such as doing homework, hanging out with friends, or planning for events such as dances. A surprisingly small amount of weblog content included text about risk factors and related problem behaviors. Findings are described in relation to adolescent use of the Internet. Specific implications are drawn for social workers and other professionals involved in youth work.

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Section: Discussionmentioning

confidence: 87%

Section: Social Networking and Community Building Through The Internetmentioning

confidence: 97%

See 1 more Smart Citation

Adolescent Weblog Use: Risky or Protective?

Anderson-Butcher

Lasseigne

Ball

et al. 2010

Child Adolesc Soc Work J

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“…Tradicionalmente, os adolescentes aprendem a ensaiar a autoapresentação e a autorrevelação durante a comunicação face a face, muitas vezes com os colegas e amigos íntimos. No entanto, vários estudos sugerem que a autoapresentação e a autorrevelação acontecem, cada vez mais, por intermédio da Internet 10,11 . 18 .…”

Section: Comunicação Online E Desenvolvimento Psicossocial Dos Adolesunclassified

Effects of Cyberbullying on Adolescents’ Mental Health

Bottino

Santos

Martins

et al. 2015

RDP

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ResumoConsidera-se cyberbullying quando um ou mais indivíduos utilizam os meios eletrônicos com a intenção de agredir, infligir injúria ou desconforto, humilhar, causar medo ou sensação de desespero no indivíduo que é alvo das agressões. Essas ações podem ser feitas via e-mail, salas de bate-papo, telefones celulares, mensagens instantâneas, cabines de votação online. As evidências indicam que 20-40% dos adolescentes terão pelo menos uma experiência com cyberbullying e que o número de cybervítimas está aumentando. O principal dano causado pelo cyberbullying é o de prejudicar a reputação da vítima, com repercussões que podem ser ainda maiores do que aquelas observadas no bullying tradicional. A vitimização relacionada ao cyberbullying está associada a problemas sociais e de comportamento, incluindo sintomatologia depressiva, abuso de substâncias psicoativas, tentativas de suicídio e suicídio, constituindo-se assim em problemas significativos para a saúde mental dos adolescentes.Palavras-chave: Internet, adolescente, violência, saúde mental. AbstractCyberbullying has been described as one or more individuals using electronic means with the intent to harm, inflict injury or discomfort, cause fear or a feeling of despair in the individual who is the target of aggression. These actions may be done by e-mail, chat rooms, cell phones, instant messaging, online polling booths. Evidence indicates that 20-40% of adolescents will have at least one cyberbullying experience and the number of cybervictims is increasing. The main problem caused by cyberbullying is damage to the victim's reputation, with repercussions that may be even greater than those observed in traditional bullying. Victimization related to cyberbullying is associated with social and behavioral problems, including depressive symptoms, psychoactive substance abuse, suicide attempts, and suicide, and can be considered a significant mental health problem among adolescents.Keywords: Internet, adolescent, violence, mental health. IntroduçãoO acesso aos meios de comunicação eletrônica, como a Internet e o uso de mensagens de texto, influenciou a interação social entre os adolescentes na última década. Um em cada três adolescentes prefere a comunicação eletrônica à comunicação face a face para falar sobre tópicos como amor, sexo e outros assuntos sobre os quais eles sentem vergonha de falar 1 . Porque a comunicação online é tão atraente para os adolescentes? Uma explicação plausível, apoiada em vários estudos, considera que a comunicação online aumenta a sensação de controle sobre a maneira como os adolescentes querem se apresentar e fazer revelações a respeito de si mesmos. O maior controle dessa situação cria, por sua vez, um senso de segurança nos adolescentes, permitindo que eles se sintam mais livres em suas interações interpessoais online em comparação com situações face a face 2,3 . As características desse tipo de comunicação facilitariam, assim, a superação de ansiedades sociais e, consequentemente, uma maior liberdade de expressão e a formação de novas a...

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“…8,23 However, feedback from relevant sources is required to test the effectiveness of these identity claims. [27][28][29][30] Gathering feedback information allows uploaders to test the accuracy of their personal networked public expectancies. We must acknowledge the diversity of the feedback channels associated with uploading on YouTube, dividing them in two types: on-and off-platform feedback.…”

Section: The Role Of Feedbackmentioning

confidence: 99%

Teenage Uploaders on YouTube: Networked Public Expectancies, Online Feedback Preference, and Received On-Platform Feedback

Courtois

Mechant

Marez

2011

Cyberpsychology, Behavior, and Social Networking

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This article focuses on teenage YouTube uploaders' networked public expectancies when posting a video. These expectancies allow uploaders to cope temporarily with the uncertainty of who exactly will view their video. The results indicate that teenage uploaders strongly expect viewers that are situated close to them in both geographic and socio-demographic terms. Furthermore, we discuss the uncertainty-reducing properties of online feedback. We propose that different types of online feedback are preferred to verify the prior networked public expectancies. An effect of the identified online public expectancy (viewers with a similar interest/activity) is found for the importance of feedback both on the platform (e.g., views, comments) and off the platform (e.g., interaction on a social-network site). The identified offline public expectancy (friends/ family) affects the importance attributed to off-platform feedback. Surprisingly, no effect of the unidentified online public expectancy (the general public) was found on on-platform feedback. This finding, in conjunction with the low expectancy of this group, raises the question of whether teenagers either cannot conceive this ambiguous mass public, or, if their expectancies are accurate, whether they are aware of the fact that only a small fraction of the videos on YouTube reach notable popularity. Therefore, in a second study, we test the accuracy of the online networked public expectancies by testing their effects on the longitudinal growth of actual feedback (views, comments, and rates). The results provide modest evidence that teenage uploaders have accurate online public expectancies.

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Personal homepage construction as an expression of social development.

Cited by 71 publications

References 45 publications

Adolescent Weblog Use: Risky or Protective?

Adolescent Weblog Use: Risky or Protective?

Effects of Cyberbullying on Adolescents’ Mental Health

Teenage Uploaders on YouTube: Networked Public Expectancies, Online Feedback Preference, and Received On-Platform Feedback

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