Offline time is quality time. Comparing within-group self-disclosure in mobile messaging applications and face-to-face interactions

Knop, Katharina; Öncü, Julian S.; Penzel, Jana; Abele, Theresa S.; Brunner, Tobias J.; Vorderer, Peter; Weßler, Hartmut

doi:10.1016/j.chb.2015.11.004

Cited by 38 publications

(28 citation statements)

References 52 publications

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“…[8]. Yang Lizhu pointed out that self-esteem is an important indicator of mental health [9]; Chen Jianwen's research also showed that the majority of college students' self-esteem and SCL-90 score was significantly negatively related to [10]; Hu Junsheng's study further shows that high self-esteem individuals not only have a higher level of mental health and self harmony, but also has inhibition behavior and fewer psychosomatic symptoms, and it has a positive effect on psychological health of college students self-esteem [11].…”

Section: Relationship Between Self-esteem and Mental Healthmentioning

confidence: 99%

The Relationship Among College Students' Internet Self-Disclosure, Self - Esteem and Mental Health

Yu¹

2017

HSS

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Abstract:This study was to explore the relationship between psychological development of college students and the degree of self-disclosure on social networks from two aspects of self-esteem and mental health. Through questionnaire analysis, analyzed 172 college students' social web page (take Renren as example) self-disclosure (including the number of friends, published state, log, upload photos and text reply information etc.) correlated with self-esteem and mental health. Results: there was a significant difference between male and female college students in the degree of network disclosure; there was a significant correlation between the degree of disclosure and self-esteem of college students in the log reply and the number of the owner recovery log; the relationship between the number of friends, the number of log reply and the number of photos shows the relationship between the disclosure level and the mental health. Conclusions indicate that appropriate information disclosure has a good effect on the maintenance of mental health.

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Section: Relationship Between Self-esteem and Mental Healthmentioning

confidence: 99%

The Relationship Among College Students' Internet Self-Disclosure, Self - Esteem and Mental Health

Yu¹

2017

HSS

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“…Only a few studies evaluated specific social skills, such as self-disclosure, in both contexts simultaneously (e.g., Refs. 12,13 ). The purpose of this study was to fill this gap by developing a self-report questionnaire, the Real and Electronic Communication Skills questionnaire (RECS), which simultaneously assesses multiple dimensions of social skills in both FtF and CMC contexts.…”

Section: Introductionmentioning

confidence: 99%

Assessing Online and Offline Adolescent Social Skills: Development and Validation of the Real and Electronic Communication Skills Questionnaire

Mantzouranis

Baudat

Zimmermann

2019

Cyberpsychology, Behavior, and Social Networking

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Studies examining the associations between Internet use and social skills are increasingly frequent. However, most of them only evaluate offline social skills and consider them as equivalents to online social skills. So far, no instrument allowed differentiating social skills depending on online versus offline contexts. This study aimed to develop and validate the Real and Electronic Communication Skills questionnaire (RECS), a new measure evaluating several dimensions of social skills in two different contexts (i.e., face-to-face and computer-mediated communication). Results of exploratory and confirmatory factor analyses among a sample of 657 adolescents and young adults (mean age = 17.68 years; 67% female) showed that the best fitting model for each context is a bifactor solution, with one general factor (Social Competence) and four specific factors (Sociability, Emotion Decoding, Disclosure, and Assertiveness). Each specific factor was differentially correlated with theoretically relevant subscales of the Social Skills Inventory, confirming the external validity of the RECS. The RECS is the first instrument allowing not only to assess social competence in online settings but also to quantify the relationships between offline social skills and their online counterpart. Given its ease of use and brevity, the RECS is a useful and promising instrument to capture social skills in both online and offline contexts.

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“…More research is needed to know how different types of online communication to talk with friends are cross-sectionally and longitudinally associated with better or worse results in peer relationships, compared to offline communication (Knop et al, 2016). Three different hypothesis can be described: a) reduction hypothesis, which expects negative results in peer relationships because of online communication; b) social compensation hypothesis, which indicates that adolescents who presents more difficulties in the relationships with peers can benefit from online communication to improve them, and c) rich-get-richer hypothesis, that proposes a greater benefit in those adolescents with better initial relationships with their peers (Lee, 2009;Valkenburg & Peter, 2007).…”

Section: Introductionmentioning

confidence: 99%

Online communication, peer relationships and school victimisation: a one-year longitudinal study during middle adolescence

Gómez-Baya

Rubio-Gonzalez

Matos

2018

International Journal of Adolescence and Youth

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This study aimed to analyse how different styles of online and offline communication were associated in middle adolescence with certain indicators of the quality of peer relationships and school victimisation. A longitudinal study with two waves separated by one year was conducted, in which 882 adolescents aged 13-16 years old from Andalusia (Spain) completed self-report measures. Results showed that online communication was very frequently used to talk with friends, even more often that offline means. Cross-sectionally, online communication was positively associated with quality of peer relationships and negatively to school victimisation, reaching stronger associations than offline communication. Longitudinally, results indicated that more frequent text messaging was related to more easiness to make friends and no bullying in those adolescents with more initial difficulties. Thus, it suggests the need to develop safe spaces for online interactions in order to improve the quality of their relationships with their friends and partners.

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Offline time is quality time. Comparing within-group self-disclosure in mobile messaging applications and face-to-face interactions

Cited by 38 publications

References 52 publications

The Relationship Among College Students' Internet Self-Disclosure, Self - Esteem and Mental Health

The Relationship Among College Students' Internet Self-Disclosure, Self - Esteem and Mental Health

Assessing Online and Offline Adolescent Social Skills: Development and Validation of the Real and Electronic Communication Skills Questionnaire

Online communication, peer relationships and school victimisation: a one-year longitudinal study during middle adolescence

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Offline time is quality time. Comparing within-group self-disclosure in mobile messaging applications and face-to-face interactions

Cited by 38 publications

References 52 publications

The Relationship Among College Students&apos; Internet Self-Disclosure, Self - Esteem and Mental Health

The Relationship Among College Students&apos; Internet Self-Disclosure, Self - Esteem and Mental Health

Assessing Online and Offline Adolescent Social Skills: Development and Validation of the Real and Electronic Communication Skills Questionnaire

Online communication, peer relationships and school victimisation: a one-year longitudinal study during middle adolescence

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Product

Resources

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The Relationship Among College Students' Internet Self-Disclosure, Self - Esteem and Mental Health

The Relationship Among College Students' Internet Self-Disclosure, Self - Esteem and Mental Health