The Disclosure-Intimacy Link in Computer-Mediated Communication: An Attributional Extension of the Hyperpersonal Model

Jiang, Li; Bazarova, Natalya N.; Hancock, Jeffrey T.

doi:10.1111/j.1468-2958.2010.01393.x

Cited by 205 publications

(179 citation statements)

References 55 publications

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“…When initial information is favorable, they tend to extrapolate impressions and affective reactions in a positive way, creating idealized impressions of their online communication partners and their relationships. This theoretical model is supported by empirical studies demonstrating that online communication has a more substantial effect on interpersonal impressions than face-to-face or telephone communication (Carr & Foreman, 2016;Jiang, Bazarova, & Hancock, 2011;Walther, DeAndrea, & Tong, 2010). And specifically related to self-esteem, a study using experienced sampling method demonstrated that text-based communication was more strongly related to self-esteem than face-to-face communication (Gonzales, 2014).…”

Section: Introductionsupporting

confidence: 60%

An experimental test of the effects of online and face-to-face feedback on self-esteem

Vossen¹,

Koutamanis²,

Walther³

2017

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Section: Introductionsupporting

confidence: 60%

An experimental test of the effects of online and face-to-face feedback on self-esteem

Vossen¹,

Koutamanis²,

Walther³

2017

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“…Past studies have predominately focused on media richness, which circumscribes the richness of information delivered by the communication medium (e.g., Caplan and Turner 2007, Jiang et al 2010, Ratan et al 2010. Furthermore, extant research suggests that media richness facilitates the development of meaningful online relationships (e.g., Dennis et al 1999, Sheer 2011.…”

Section: Hyperpersonal Framework Andmentioning

confidence: 97%

Research Note—Privacy Concerns and Privacy-Protective Behavior in Synchronous Online Social Interactions

Jiang

Heng

Choi

2013

Information Systems Research

255

165

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P rivacy is of prime importance to many individuals when they attempt to develop online social relationships.Nonetheless, it has been observed that individuals' behavior is at times inconsistent with their privacy concerns, e.g., they disclose substantial private information in synchronous online social interactions, even though they are aware of the risks involved. Drawing on the hyperpersonal framework and the privacy calculus perspective, this paper elucidates the interesting roles of privacy concerns and social rewards in synchronous online social interactions by examining the causes and the behavioral strategies that individuals utilize to protect their privacy. An empirical study involving 251 respondents was conducted in online chat rooms. Our results indicate that individuals utilize both self-disclosure and misrepresentation to protect their privacy and that social rewards help explain why individuals may not behave in accordance with their privacy concerns. In addition, we find that perceived anonymity of others and perceived intrusiveness affect both privacy concerns and social rewards. Our findings also suggest that higher perceived anonymity of self decreases individuals' privacy concerns, and higher perceived media richness increases social rewards. Generally, this study contributes to the information systems literature by integrating the hyperpersonal framework and the privacy calculus perspective to identify antecedents of privacy trade-off and predict individuals' behavior in synchronous online social interactions.

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“…Intimacy and self-disclosure are key concepts in relationship development and build on reciprocity between individuals. TmC, like FtF relationships, is dependent on partner responsiveness (Jiang, Bazarova, and Hancock 2011), but additional time is required to facilitate social over task-oriented interactions. When the media rate is factored in with time online, the contribution to relationship development has greater potential to be realised.…”

Section: Regular Communication and Connectedness For Developing A Senmentioning

confidence: 99%

Improving doctoral support through group supervision: analysing face-to-face and technology-mediated strategies for nurturing and sustaining scholarship

Hutchings

2015

Studies in Higher Education

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Improving doctoral support through group supervision: analysing face-to-face and technology-mediated strategies for nurturing and sustaining scholarship AbstractThe challenges of the doctoral journey can create social and academic isolation. Student support is normally facilitated through the supervisory team and research training programmes. There is little empirical evidence on the role group supervision and peer learning can play in nurturing and sustaining doctoral scholarship. This article explores group supervision processes, analysing student experiences of face-to-face and technology-mediated (Tm) strategies in a professional doctorate programme, to address the question of what factors in group supervision help or hinder scholarship. Findings illustrate how group supervision can nurture mutual and sustained support and how Tm encounters can add value, affording location-independent interactions to facilitate participation, and reduce isolation. Key dimensions of a pedagogical support framework for doctoral supervision will be identified, which give priority to nurturing relationship development and sustaining connectedness through group supervision. This form of nourished scholarship can support and sustain the doctoral journey and improve completion rates. . Doctoral education is characterised by increasing provision of nontraditional routes and growth of professional doctorates in a wide range of disciplines geared to developing 'researching professionals' rather than 'professional researchers' (Gregory 1995;Doncaster and Thorne 2000;Bourner, Bowden, and Laing 2001;Usher 2002;Galvin and Carr 2003). The development of these programmes has generated 'creative tensions' (Malfoy 2005) and 'issues of validity' (Costley and Lester 2012) associated with their scope and delineation, particularly when compared with the conventional PhD. These tensions impact on students and supervisor relationships, highlighting the need to consider alternative, more innovative and enabling pedagogic support strategies that can address these challenges and create opportunities for more collective and collaborative research cultures and environments (Delamont, Atkinson, and Parry 1997;Cousin and Deepwell 2005;Malfroy 2005;Samara 2006;Wisker, Robinson, and Shacham 2007) focused on 'nourished scholarship' (Carr, Galvin, and Todres 2010). KeywordsProfessional doctorate students can experience particular challenges associated with being professionally experienced, mature and part-time students while sharing with all doctoral students the essentially personal and individualised nature of the doctoral experience, routed in the goal of undertaking and successfully completing a sustained in-depth investigation of a problem or issue in order to make a significant contribution to knowledge. This experience can 2 Reference this paper as: . Improving doctoral support through group supervision: analyzing face-to-face and technology-mediated strategies for nurturing and sustaining scholarship. Studies in Higher Education, 2015 http://dx

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The Disclosure-Intimacy Link in Computer-Mediated Communication: An Attributional Extension of the Hyperpersonal Model

Cited by 205 publications

References 55 publications

An experimental test of the effects of online and face-to-face feedback on self-esteem

An experimental test of the effects of online and face-to-face feedback on self-esteem

Research Note—Privacy Concerns and Privacy-Protective Behavior in Synchronous Online Social Interactions

Improving doctoral support through group supervision: analysing face-to-face and technology-mediated strategies for nurturing and sustaining scholarship

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