Microblogging, friendship maintenance, and life satisfaction among university students: The mediatory role of online self-disclosure

Pang, Hua

doi:10.1016/j.tele.2018.08.009

Cited by 22 publications

(26 citation statements)

References 66 publications

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“…Meanwhile, the quality of online friendship will increase with increased selfdisclosure. This is in line with Wang et al (2014) and Pang (2018) (Valkenburg & Peter, 2007).…”

Section: Model Testingsupporting

confidence: 84%

Is the Online Friendship Scale Fit for High School Students?

Helmi

2020

gamajop

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Online friendship is an inevitable phenomenon especially for young people for which Helmi et al. developed a concept and an online friendship scale with university students as their trial subject. From a developmental perspective, university students are in the early adulthood stage. With the Internet’s asynchronous nature and the absence of non-verbal cues, the scale was applied to high school students in this present study. The purpose of this study was to test whether or not the online friendship scale has sound psychometric properties when applied to high school students. The subjects of this study were 214 high school students. The results of the structural equation model analysis met the goodness of fit criteria for construct validity, which include TL, GFT, and RMSEA indices. Its Cronbach's alpha reliability coefficient was also satisfying. A drive to create activities with friends on social media mitigates the lack of non-verbal signs resulting from online communication. This result supports the social enhancement hypothesis. Consequently, Online Friendship Scale can be implemented in adolescence and young adult.

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“…Meanwhile, the quality of online friendship will increase with increased selfdisclosure. This is in line with Wang et al (2014) and Pang (2018) (Valkenburg & Peter, 2007).…”

Section: Model Testingsupporting

confidence: 84%

Is the Online Friendship Scale Fit for High School Students?

Helmi

2020

gamajop

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“… Kim et al (2019) found that the interaction with many other heterogeneous people through online social networks is related to both satisfaction with life on campus and with the perception of self-efficacy and personal well-being. In the same sense, Pang (2018) concludes that the intensity of the use of microblogs is positively associated with the maintenance of friendship and satisfaction with the life of the students, who by revealing their thoughts and emotions with other online users sustain friendships and achieve greater satisfaction with life. Although Moreno-Murcia et al (2020) in a cross-cultural study concluded that perceived autonomy support is positively associated with the satisfaction of psychological needs, intrinsic motivation, and group cohesion, which suggests the promotion of positive social relationships among university students, no investigations have been found in which, added to these, grit is included as a key trigger in this process, which represents a considerable contribution of the present study.…”

Section: Introductionmentioning

confidence: 92%

From Autonomy Support and Grit to Satisfaction With Life Through Self-Determined Motivation and Group Cohesion in Higher Education

2021

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Using the Self-Determination Theory as a framework, this study tests the predictive capacity of the teacher’s interpersonal style of autonomy support at a higher education institution, and the grit on the satisfaction of basic psychological needs, intrinsic motivation, group cohesion, and life satisfaction in university students. A sample composed of 489 Colombian university students (381 women and 108 men), aged between 18 and 41 years (M = 21.93; DT = 3.58), was used; they filled in the questionnaires that measured the variables of interest. After the analysis of structural equations, the results showed that the perception of teaching style of autonomy support and the grit positively predicted the basic psychological needs and these predicted the intrinsic motivation, which in turn predicted group cohesion and satisfaction with life. The model describes the possible importance of promoting the teacher’s interpersonal style of autonomy support within the university setting in the search for satisfaction with life along with the active role of the student through the mediation of the satisfaction of basic psychological needs, increased quality motivation, and high group cohesion.

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“…The relevance of self-reference in social perception was already highlighted a few decades ago [67] and recent research has shown that it increases liking, notably when reciprocal [68]. As in face-to-face interaction [69], self-reference on social media promotes social worth, social support [70,71] and increases chances of friendship maintenance [72]. Further, honest and accurate self-reference in Web posts is linked to decreased loneliness [73].…”

Section: Self-referencementioning

confidence: 99%

Twitter, time and emotions

Mayor

Bietti

2021

R. Soc. open sci.

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The study of temporal trajectories of emotions shared in tweets has shown that both positive and negative emotions follow nonlinear circadian (24 h) and circaseptan (7-day) patterns. But to this point, such findings could be instrument-dependent as they rely exclusively on coding using the Linguistic Inquiry Word Count. Further, research has shown that self-referential content has higher relevance and meaning for individuals, compared with other types of content. Investigating the specificity of self-referential material in temporal patterns of emotional expression in tweets is of interest, but current research is based upon generic textual productions. The temporal variations of emotions shared in tweets through emojis have not been compared to textual analyses to date. This study hence focuses on several comparisons: (i) between Self-referencing tweets versus Other topic tweets, (ii) between coding of textual productions versus coding of emojis, and finally (iii) between coding of textual productions using different sentiment analysis tools (the Linguistic Inquiry and Word Count—LIWC; the Valence Aware Dictionary and sEntiment Reasoner—VADER and the Hu Liu sentiment lexicon—Hu Liu). In a collection of more than 7 million Self-referencing and close to 18 million Other topic content-coded tweets, we identified that (i) similarities and differences in terms of shape and amplitude can be observed in temporal trajectories of expressed emotions between Self-referring and Other topic tweets, (ii) that all tools feature significant circadian and circaseptan patterns in both datasets but not always, and there is often a correspondence in the shape of circadian and circaseptan patterns, and finally (iii) that circadian and circaseptan patterns obtained from the coding of emotional expression in emojis sometimes depart from those of the textual analysis, indicating some complementarity in the use of both modes of expression. We discuss the implications of our findings from the perspective of the literature on emotions and well-being.

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Microblogging, friendship maintenance, and life satisfaction among university students: The mediatory role of online self-disclosure

Cited by 22 publications

References 66 publications

Is the Online Friendship Scale Fit for High School Students?

Is the Online Friendship Scale Fit for High School Students?

From Autonomy Support and Grit to Satisfaction With Life Through Self-Determined Motivation and Group Cohesion in Higher Education

Twitter, time and emotions

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