The Experts below are selected from a list of 11883 Experts worldwide ranked by ideXlab platform
Jochen Peter - One of the best experts on this subject based on the ideXlab platform.
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Online Communication and adolescent well being testing the stimulation versus the displacement hypothesis
Journal of Computer-Mediated Communication, 2007Co-Authors: Patti M. Valkenburg, Jochen PeterAbstract:The aim of this study was to contrast the validity of two opposing explanatory hypotheses about the effect of Online Communication on adolescents’ well-being. The displacement hypothesis predicts that Online Communication reduces adolescents’ well-being because it displaces time spent with existing friends, thereby reducing the quality of these friendships. In contrast, the stimulation hypothesis states that Online Communication stimulates well-being via its positive effect on time spent with existing friends and the quality of these friendships. We conducted an Online survey among 1,210 Dutch teenagers between 10 and 17 years of age. Using mediation analyses, we found support for the stimulation hypothesis but not for the displacement hypothesis. We also found a moderating effect of type of Online Communication on adolescents’ well-being: Instant messaging, which was mostly used to communicate with existing friends, positively predicted well-being via the mediating variables (a) time spent with existing friends and (b) the quality of these friendships. Chat in a public chatroom, which was relatively often used to talk with strangers, had no effect on adolescents’ well-being via the mediating variables.
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Online Communication and Adolescent Well‐Being: Testing the Stimulation Versus the Displacement Hypothesis
Journal of Computer-Mediated Communication, 2007Co-Authors: Patti M. Valkenburg, Jochen PeterAbstract:The aim of this study was to contrast the validity of two opposing explanatory hypotheses about the effect of Online Communication on adolescents’ well-being. The displacement hypothesis predicts that Online Communication reduces adolescents’ well-being because it displaces time spent with existing friends, thereby reducing the quality of these friendships. In contrast, the stimulation hypothesis states that Online Communication stimulates well-being via its positive effect on time spent with existing friends and the quality of these friendships. We conducted an Online survey among 1,210 Dutch teenagers between 10 and 17 years of age. Using mediation analyses, we found support for the stimulation hypothesis but not for the displacement hypothesis. We also found a moderating effect of type of Online Communication on adolescents’ well-being: Instant messaging, which was mostly used to communicate with existing friends, positively predicted well-being via the mediating variables (a) time spent with existing friends and (b) the quality of these friendships. Chat in a public chatroom, which was relatively often used to talk with strangers, had no effect on adolescents’ well-being via the mediating variables.
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preadolescents and adolescents Online Communication and their closeness to friends
Developmental Psychology, 2007Co-Authors: Patti M. Valkenburg, Jochen PeterAbstract:The 1st goal of this study was to investigate how Online Communication is related to the closeness of existing friendships. Drawing from a sample of 794 preadolescents and adolescents, the authors found that Online Communication was positively related to the closeness of friendships. However, this effect held only for respondents who primarily communicated Online with existing friends and not for those who mainly talked with strangers. The 2nd goal was to refine 2 opposing hypotheses, the rich-get-richer and the social compensation hypotheses. Consistent with the rich-get-richer hypothesis, socially anxious respondents communicated Online less often than did nonsocially anxious respondents. However, socially anxious respondents perceived the Internet as more valuable for intimate self-disclosure than did nonsocially anxious respondents, and this perception in turn led to more Online Communication. This result is consistent with the social compensation hypothesis. Online Communication and closeness to friends increased with age. There was a curvilinear relationship between age and perceived value of the Internet for intimate self-disclosure, such that 15-year-olds were at the epitome of Online self-disclosure. Girls were closer to friends and more socially anxious than were boys.
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Preadolescents' and adolescents' Online Communication and their closeness to friends
Developmental Psychology, 2007Co-Authors: Patti M. Valkenburg, Jochen PeterAbstract:The 1st goal of this study was to investigate how Online Communication is related to the closeness of existing friendships. Drawing from a sample of 794 preadolescents and adolescents, the authors found that Online Communication was positively related to the closeness of friendships. However, this effect held only for respondents who primarily communicated Online with existing friends and not for those who mainly talked with strangers. The 2nd goal was to refine 2 opposing hypotheses, the rich-get-richer and the social compensation hypotheses. Consistent with the rich-get-richer hypothesis, socially anxious respondents communicated Online less often than did nonsocially anxious respondents. However, socially anxious respondents perceived the Internet as more valuable for intimate self-disclosure than did nonsocially anxious respondents, and this perception in turn led to more Online Communication. This result is consistent with the social compensation hypothesis. Online Communication and closeness to friends increased with age. There was a curvilinear relationship between age and perceived value of the Internet for intimate self-disclosure, such that 15-year-olds were at the epitome of Online self-disclosure. Girls were closer to friends and more socially anxious than were boys. (PsycINFO Database Record (c) 2013 APA, all rights reserved)
Patti M. Valkenburg - One of the best experts on this subject based on the ideXlab platform.
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Online Communication and adolescent well being testing the stimulation versus the displacement hypothesis
Journal of Computer-Mediated Communication, 2007Co-Authors: Patti M. Valkenburg, Jochen PeterAbstract:The aim of this study was to contrast the validity of two opposing explanatory hypotheses about the effect of Online Communication on adolescents’ well-being. The displacement hypothesis predicts that Online Communication reduces adolescents’ well-being because it displaces time spent with existing friends, thereby reducing the quality of these friendships. In contrast, the stimulation hypothesis states that Online Communication stimulates well-being via its positive effect on time spent with existing friends and the quality of these friendships. We conducted an Online survey among 1,210 Dutch teenagers between 10 and 17 years of age. Using mediation analyses, we found support for the stimulation hypothesis but not for the displacement hypothesis. We also found a moderating effect of type of Online Communication on adolescents’ well-being: Instant messaging, which was mostly used to communicate with existing friends, positively predicted well-being via the mediating variables (a) time spent with existing friends and (b) the quality of these friendships. Chat in a public chatroom, which was relatively often used to talk with strangers, had no effect on adolescents’ well-being via the mediating variables.
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Online Communication and Adolescent Well‐Being: Testing the Stimulation Versus the Displacement Hypothesis
Journal of Computer-Mediated Communication, 2007Co-Authors: Patti M. Valkenburg, Jochen PeterAbstract:The aim of this study was to contrast the validity of two opposing explanatory hypotheses about the effect of Online Communication on adolescents’ well-being. The displacement hypothesis predicts that Online Communication reduces adolescents’ well-being because it displaces time spent with existing friends, thereby reducing the quality of these friendships. In contrast, the stimulation hypothesis states that Online Communication stimulates well-being via its positive effect on time spent with existing friends and the quality of these friendships. We conducted an Online survey among 1,210 Dutch teenagers between 10 and 17 years of age. Using mediation analyses, we found support for the stimulation hypothesis but not for the displacement hypothesis. We also found a moderating effect of type of Online Communication on adolescents’ well-being: Instant messaging, which was mostly used to communicate with existing friends, positively predicted well-being via the mediating variables (a) time spent with existing friends and (b) the quality of these friendships. Chat in a public chatroom, which was relatively often used to talk with strangers, had no effect on adolescents’ well-being via the mediating variables.
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preadolescents and adolescents Online Communication and their closeness to friends
Developmental Psychology, 2007Co-Authors: Patti M. Valkenburg, Jochen PeterAbstract:The 1st goal of this study was to investigate how Online Communication is related to the closeness of existing friendships. Drawing from a sample of 794 preadolescents and adolescents, the authors found that Online Communication was positively related to the closeness of friendships. However, this effect held only for respondents who primarily communicated Online with existing friends and not for those who mainly talked with strangers. The 2nd goal was to refine 2 opposing hypotheses, the rich-get-richer and the social compensation hypotheses. Consistent with the rich-get-richer hypothesis, socially anxious respondents communicated Online less often than did nonsocially anxious respondents. However, socially anxious respondents perceived the Internet as more valuable for intimate self-disclosure than did nonsocially anxious respondents, and this perception in turn led to more Online Communication. This result is consistent with the social compensation hypothesis. Online Communication and closeness to friends increased with age. There was a curvilinear relationship between age and perceived value of the Internet for intimate self-disclosure, such that 15-year-olds were at the epitome of Online self-disclosure. Girls were closer to friends and more socially anxious than were boys.
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Preadolescents' and adolescents' Online Communication and their closeness to friends
Developmental Psychology, 2007Co-Authors: Patti M. Valkenburg, Jochen PeterAbstract:The 1st goal of this study was to investigate how Online Communication is related to the closeness of existing friendships. Drawing from a sample of 794 preadolescents and adolescents, the authors found that Online Communication was positively related to the closeness of friendships. However, this effect held only for respondents who primarily communicated Online with existing friends and not for those who mainly talked with strangers. The 2nd goal was to refine 2 opposing hypotheses, the rich-get-richer and the social compensation hypotheses. Consistent with the rich-get-richer hypothesis, socially anxious respondents communicated Online less often than did nonsocially anxious respondents. However, socially anxious respondents perceived the Internet as more valuable for intimate self-disclosure than did nonsocially anxious respondents, and this perception in turn led to more Online Communication. This result is consistent with the social compensation hypothesis. Online Communication and closeness to friends increased with age. There was a curvilinear relationship between age and perceived value of the Internet for intimate self-disclosure, such that 15-year-olds were at the epitome of Online self-disclosure. Girls were closer to friends and more socially anxious than were boys. (PsycINFO Database Record (c) 2013 APA, all rights reserved)
Mike S Schaefer - One of the best experts on this subject based on the ideXlab platform.
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Online Communication on climate change and climate politics a literature review
Wiley Interdisciplinary Reviews: Climate Change, 2012Co-Authors: Mike S SchaeferAbstract:The study of climate change Communication has become an important research field. As stakeholders such as scientists, politicians, corporations, or NGOs increasingly turn to the Internet and social media for providing information and mobilizing support, and as an increasing number of people use these media, Online Communication on climate change and climate politics has become a relevant topic. This article reviews the available scholarly literature on the role of Online and social media in climate Communication. It analyzes how stakeholders use Online Communication strategically, showing, for example, that climate scientists and scientific institutions do not seem to be major players in Online debates about climate change and climate politics. Furthermore, it highlights the characteristics of Online climate Communication, outlining, for example, that although (or because) many stakeholders participate Online, this does not lead to robust scientific information or better debates. Eventually, the review assesses what is known about the uses and effects of Online climate Communication, showing that impacts on the broader public seem to be limited so far. Research desiderata are identified in the end, and directions for further studies are shown. WIREs Clim Change 2012, 3:527–543. doi: 10.1002/wcc.191 This article is categorized under: Perceptions, Behavior, and Communication of Climate Change > Communication
Mike S. Schäfer - One of the best experts on this subject based on the ideXlab platform.
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Online Communication on climate change and climate politics: A literature review
Wiley Interdisciplinary Reviews: Climate Change, 2012Co-Authors: Mike S. SchäferAbstract:The study of climate change Communication has become an important research field. As stakeholders such as scientists, politicians, corporations, or NGOs increasingly turn to the Internet and social media for providing information and mobilizing support, and as an increasing number of people use these media, Online Communication on climate change and climate politics has become a relevant topic. This article reviews the available scholarly literature on the role of Online and social media in climate Communication. It analyzes how stakeholders use Online Communication strategically, showing, for example, that climate scientists and scientific institutions do not seem to be major players in Online debates about climate change and climate politics. Furthermore, it highlights the characteristics of Online climate Communication, outlining, for example, that although (or because) many stakeholders participate Online, this does not lead to robust scientific information or better debates. Eventually, the review assesses what is known about the uses and effects of Online climate Communication, showing that impacts on the broader public seem to be limited so far. Research desiderata are identified in the end, and directions for further studies are shown. WIREs Clim Change 2012, 3:527–543. doi: 10.1002/wcc.191 For further resources related to this article, please visit the WIREs website.
Linda Gilmore - One of the best experts on this subject based on the ideXlab platform.
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the relationship of loneliness and social anxiety with children s and adolescents Online Communication
Cyberpsychology Behavior and Social Networking, 2010Co-Authors: Luigi Bonetti, Marilyn A. Campbell, Linda GilmoreAbstract:Abstract Children and adolescents now communicate Online to form and/or maintain relationships with friends, family, and strangers. Relationships in “real life” are important for children's and adolescents' psychosocial development; however, they can be difficult for those who experience feelings of loneliness and/or social anxiety. The aim of this study was to investigate differences in usage of Online Communication patterns between children and adolescents with and without self-reported loneliness and social anxiety. Six hundred twenty-six students ages 10 to 16 years completed a survey on the amount of time they spent communicating Online, the topics they discussed, the partners they engaged with, and their purposes for communicating over the Internet. Participants were administered a shortened version of the UCLA Loneliness Scale and an abbreviated subscale of the Social Anxiety Scale for Adolescents (SAS-A). Additionally, age and gender differences in usage of the Online Communication patterns were e...
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The relationship of loneliness and social anxiety with children’s and adolescents’ Online Communication
2010Co-Authors: Luigi Bonetti, Marilyn A. Campbell, Linda GilmoreAbstract:Children and adolescents now communicate Online to form and/or maintain relationships with friends, family, and strangers. Relationships in “real life” are important for children’s and adolescents’ psychosocial development; however, they can be difficult for those who experience feelings of loneliness and/or social anxiety. The aim of this study was to investigate differences in usage of Online Communication patterns between children and adolescents with and without self-reported loneliness and social anxiety. Six hundred and twenty-six students aged between 10-16 years completed a survey on the amount of time they spent communicating Online, the topics they discussed, the partners they engaged with, and their purposes for communicating over the Internet. Participants were administered a shortened version of the UCLA Loneliness Scale and an abbreviated sub-scale of the Social Anxiety Scale for Adolescents (SAS-A). Additionally, age and gender differences in usage of the aforementioned Online Communication patterns were examined across the entire sample. Findings revealed that children and adolescents who self-reported being lonely communicated Online significantly more frequently about personal things and intimate topics than did those who did not self-report being lonely. The former were motivated to use Online Communication significantly more frequently to compensate for their weaker social skills to meet new people. Results suggest that Internet usage allows them to fulfill critical needs of social interactions, self-disclosure, and identity exploration. Future research, however, should explore whether or not the benefits derived from Online Communication may also facilitate lonely children’s and adolescents’ offline social relationships.
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the relationship of loneliness and social anxiety with children s and adolescents Online Communication
Office of Education Research; Faculty of Education, 2010Co-Authors: Luigi Bonetti, Marilyn A. Campbell, Linda GilmoreAbstract:Children and adolescents now communicate Online to form and/or maintain relationships with friends, family, and strangers. Relationships in “real life” are important for children’s and adolescents’ psychosocial development; however, they can be difficult for those who experience feelings of loneliness and/or social anxiety. The aim of this study was to investigate differences in usage of Online Communication patterns between children and adolescents with and without self-reported loneliness and social anxiety. Six hundred and twenty-six students aged between 10-16 years completed a survey on the amount of time they spent communicating Online, the topics they discussed, the partners they engaged with, and their purposes for communicating over the Internet. Participants were administered a shortened version of the UCLA Loneliness Scale and an abbreviated sub-scale of the Social Anxiety Scale for Adolescents (SAS-A). Additionally, age and gender differences in usage of the aforementioned Online Communication patterns were examined across the entire sample. Findings revealed that children and adolescents who self-reported being lonely communicated Online significantly more frequently about personal things and intimate topics than did those who did not self-report being lonely. The former were motivated to use Online Communication significantly more frequently to compensate for their weaker social skills to meet new people. Results suggest that Internet usage allows them to fulfill critical needs of social interactions, self-disclosure, and identity exploration. Future research, however, should explore whether or not the benefits derived from Online Communication may also facilitate lonely children’s and adolescents’ offline social relationships.
