The change in user and IT dynamics: Blogs as IT-enabled virtual self-presentation

Using the blogosphere as an enabling IT environment, this paper investigates how self-concept influences virtual self-presentation behavior and the use of IT artifacts. Self-presentation theory is adapted from the social psychology literature to develop a theoretical research model of virtual self-presentation. We tested the research model and hypotheses with data collected from 312 bloggers. Structural equation analysis of this data reveals a nomological net of self-concept leading to IT-enabled virtual self-presentation and the use of IT artifacts. Our findings provide a new perspective of users as heterogeneous individuals who have various self-concepts that change the sequence and dynamics among users, IT artifacts, and tasks. In contrast to traditional systems, in the social context of virtual self-presentation, users are the primary and essential drivers who determine vaguely defined tasks and systems.     

Who am I? Representing the self offline and in different online contexts

The present paper examines the extent to which self-presentation may be affected by the context in which is it undertaken. Individuals were asked to complete the Twenty Statements Test both privately and publicly, but were given an opportunity to withhold any of their personal information before it was made public. Four contexts were examined: an offline context (face-to-face), an un-contextualized general online context, or two specific online contexts (dating or job-seeking). The results suggested that participants were willing to disclose substantially less personal information online than offline. Moreover, disclosure decreased as the online context became more specific, and those in the job-seeking context disclosed the least amount of information. Surprisingly, individual differences in personality did not predict disclosure behavior. Instead, the results are set in the context of audience visibility and social norms, and implications for self-presentation in digital contexts are discussed.     

Self-regulated learning through writing on computers: Consequences for reading comprehension

The overall aim for the present study was to analyze the consequences for reading ability among the children of a computer supported self-regulated learning environment in grade two. By means of a quasi-experimental design in a natural setting, an experimental group (n = 39) was compared to a control group from a national sample (n = 3409) on reading comprehension. The statistical analyses showed that the experimental group achieved better on reading comprehension both as a group (p < .001) as well as girls (p < .001) and boys (p < .05) separately. The proportion of high achievers was higher, and the proportion of low achievers was lower in the experimental group. In order to explain the level of reading comprehension in the experimental group Structural Equation Modelling (SEM) was used. The main explanatory factor for reading comprehension was writing with β = .44. As a tentative conclusion it was suggested that the extended writing in combination with the self-regulated learning environment can promote reading comprehension in grade two, whereas home literacy had no impact on reading comprehension in this context.     

Constraints on message size in quasi-synchronous computer mediated communication: Effect on self-concept accessibility

Anonymity is often regarded as a variable of great importance in research on computer mediated communication. However, this view might neglect the role played by the design of the user-interface. The current study attempted to show the effects of manipulation of the user-interface in terms of quantitative aspects of communication and self-concept accessibility. The manipulation consisted of varying the number of characters available to interlocutors in two conditions. It was predicted that different designs will not only influence communication quantitatively, but also to what degree participants are able to introspect and strategically plan communication in a self-presentation task. The design that allowed elaborate composition of a message during communication was expected to lead to more strategic self-presentation, thus increasing availability of the “actual self”. Two experiments were conducted. The results show that constraints on communication are associated with predictable quantitative effects, among them higher turntaking. Also, accessibility of the actual self appears to be associated with less interactive and involving interfaces. The results are discussed with regards to the Social Identity Model of Deindividuation Effects, as well as the differences between writing and speech.     

Self-concept,self-esteem,gender, race and information technology use

This research addressed two fundamental questions regarding self-concept, self-esteem, gender, race and information technology use. First, is technology use related to dimensions of self-concept and/or to self-esteem? Second, are there gender and/or race differences in self-concept, self-esteem and technology use? Approximately 500 youth, average age 12 years old, one-third of whom were African American and the remaining two-thirds were Caucasian American, completed multidimensional measures of self-concept, the Rosenberg (1965) self-esteem scale and measures of frequency of Internet use, Internet use for communication (email and instant messaging), videogame playing and cell phone use. Findings indicated that technology use predicted dimensions of selfconcept and self-esteem, with videogame playing having a negative influence, and Internet use having a positive influence on self-concept dimensions. Gender differences were observed on several self-concept dimensions but contrary to expectations not on the social self-concept dimension. Only one race difference was observed and this was in behavioral self-concept. Implications of the benefits and liabilities of youth’s current and future technology use are discussed.     

Exploring the relationship between adolescents' self-concept and their offline and online social worlds

Recent research has established online social lives as a significant aspect of adolescents' lives and development. The current study considered the relationship between adolescents' offline (i.e., ‘real life’) and online social worlds and their self-concept, which is a broad indicator of well-being during adolescence. In this quantitative study, 733 adolescents between the ages of 10 and 18 (M = 15, SD = 2.33) were surveyed about their online and offline social worlds and self-concept. Regression analysis revealed the moderating effect of online socializing in the relationship between offline social life and general self-concept, consistent with a ‘Rich Get Richer’ hypothesis of online use.     

Sexual intensity of adolescents' online self-presentations: Joint contribution of identity,media consumption,and extraversion

Adolescents produce and distribute a vast quantity of digital media content. A growing literature examines the sexually explicit (i.e., nude) content that adolescents share online. Because adolescents' sexual content need not be sexually explicit, however, this study examined the sexual intensity with which adolescents choose to present themselves in the context of a social media platform. Exemplifying the variability of adolescents' online sexual self-presentations, survey participants (N = 265; age range: 13–15 years) constructed social media profiles using components (e.g., photos, fashion brands) that varied in sexual intensity. In accord with predictions drawn from the Media Practice Model, the study found that the sexual intensity of adolescents' online self-presentations is a product of the sexual self-concept, a relationship that is partially mediated by sexual media diet and moderated by extraversion. This study bridges emerging research on sexual self-presentation with established literature on adolescents' sexual media uses and effects.     

Extroversion,neuroticism and self-concept: their impact on internet users in India

The aim of this study was to find out the influence of personality structure of an individual, i.e., extroversion, neuroticism and self-concept on the usage of the Internet in India. Further, it was also aimed to find out the correlation between the three above-mentioned variables in the light of Internet usage. Exploratory research design was used in this study and the tools used were: Eysenck Personality Inventory and Mohsin Self-Concept Inventory. The Internet was the medium for data collection and individuals were invited by e-mail to participate in the study. The method of random sampling was used for selecting the sample size of 200. In this study, Internet users were classified as heavy or light users based on the number of hours spent online. While we found no significant difference between heavy and light users of Internet on extroversion and neuroticism, it was found that the heavy users scored high on self-concept.     

Does being on Facebook make me (feel) accepted in the classroom? The relationships between early adolescents' Facebook usage,classroom peer acceptance and self-concept

The present study aimed to explore the relationships between classroom peer relations, self-concept, and the use of social networking sites in early adolescents. The differences between Facebook users and non-users in their (teacher-assessed and sociometric) classroom peer acceptance and the peer relations, academic and global self-concept were investigated. In addition, the incremental predictive power of students' Facebook usage indicators for their peer relations self-concept beyond their actual classroom acceptance was tested, as well as the moderating role of early adolescents' gender classroom peer acceptance in the relation between Facebook usage and peer relations self-concept. 404 early adolescents (47.3% males; 82.9% Facebook users) participated in the study. No differences were found between users and non-users in their social preference, teacher-assessed peer acceptance, and academic and general self-concept. However, Facebook users reported significantly higher peer relations self-concept. No significant differences were found between Facebook users classified in different sociometric groups. Measures of Facebook usage explained incremental variance in peer-relation self-concept beyond classroom peer acceptance measures. In addition, a significant interaction effect between emotional connectedness to Facebook and gender was found; being highly emotionally connected to Facebook was beneficial only for girls’ peer relations self-concept. These results shed light on commonalities and differences in Facebook and classroom connectedness.