Individualism and collectivism

Social networking sites (SNSs), such as Facebook, provide abundant social comparison opportunities. Given the widespread use of SNSs, the purpose of the present set of studies was to examine the impact of chronic and temporary exposure to social media-based social comparison information on self-este

https://psycnet.apa.org/journals/ppm/3/4/206.pdf

Social comparison, social media, and self-esteem.

The global use of online communities has exploded to involve hundreds of millions of users. Despite the tremendous social impact and business opportunities afforded by these communities, little information systems (IS) research has addressed them - especially in a cross-cultural context. Our research proposes an online community self-disclosure model, tested in a cross-cultural setting using data provided by French and British working professionals. Our model is based on social exchange theory (SET) and social penetration theory (SPT), as well as on cross-cultural theory related to individualism-collectivism. SET explains that individuals engage in relationships when the perceived costs associated with the relationship are less than the expected benefits. SPT extends SET to explain that individuals participate in self-disclosure to foster relationships - reciprocation is the primary benefit of self-disclosure, whereas risk is the foundational cost of self-disclosure. Our study established several important findings: Positive social influence to use an online community increases online community self-disclosure; reciprocity increases self-disclosure; online community trust increases self-disclosure; and privacy risk beliefs decrease self-disclosure. Meanwhile, a tendency toward collectivism increases self-disclosure. We further found that French participants had higher scores on horizontal individualism than British participants. Several other findings and their implications for practice are also discussed.

Proposing the Online Community Self-Disclosure Model: The Case of Working Professionals in France and the UK Who Use Online Communities

The global use of online communities has exploded to involve hundreds of millions of users. Despite the tremendous social impact and business opportunities afforded by these communities, li...

/pdf/proposing-the-online-community-self-disclosure-model-the-59fpj8vqn4.pdf

Proposing the online community self-disclosure model: the case of working professionals in France and the U.K. who use online communities

OBJECTIVE: To examine the associations between displayed alcohol use and intoxication/problem drinking (I/PD) references on Facebook and self-reported problem drinking using a clinical scale. DESIGN: Content analysis and cross-sectional survey. SETTING: Facebook Web site (http://www.facebook.com/). PARTICIPANTS: The study included undergraduate students (age range, 18-20 years) at 2 state universities with public Facebook profiles. Main Exposures The profiles were categorized into 1 of 3 distinct categories: Nondisplayers, Alcohol Displayers, and I/PD Displayers. OUTCOME MEASURES: An online survey measured problem drinking using the Alcohol Use Disorders Identification Test (AUDIT) scale. Analyses examined associations between alcohol display category and (1) AUDIT problem drinking category using logistic regression, (2) AUDIT score using negative binomial regression, and (3) alcohol-related injury using the Fisher exact test. RESULTS: Among 307 profiles identified, 224 participants completed the survey (73% response rate). The average age was 18.8 years; 122 (54%) were female; 152 (68%) were white; and approximately 50% were from each university. Profile owners who displayed I/PD were more likely (odds ratio, 4.4; 95% CI, 2.0-9.4) to score in the problem drinking category of the AUDIT scale, had 64.0% (incidence rate ratio, 1.64; 95% CI, 1.27-11.0) higher AUDIT scores overall, and were more likely to report an alcohol-related injury in the past year (P = .002). CONCLUSIONS: Displayed references to I/PD were positively associated with AUDIT scores suggesting problem drinking as well as alcohol-related injury. Results suggest that clinical criteria for problem drinking can be applied to Facebook alcohol references. Language: en

https://jamanetwork.com/journals/jamapediatrics/articlepdf/1107693/poa110018_157_163.pdf

Associations between displayed alcohol references on Facebook and problem drinking among college students

This study presents results of a survey about social network website (SNW) usage that was administered to university students in China, Egypt, France, Israel, India, Korea, Macao, Sweden, Thailand, ...

Online and offline social ties of social network website users : An exploratory study in eleven societies

This study examined cross-national differences in the usage of social networking websites (SNWs) between university students in India and the United States. A total of 245 Indian university students and 241 American university students completed a survey about privacy attitudes and behaviors as well as communication patterns on SNWs. Many of the traditional propositions about cross-cultural values and related notions about trust and communication patterns did not explain differences in behavior between Indian and American students. In particular, Indian students, who are considered being from a collectivist society, and American students, who are considered being from an individualist society, exhibited many common communication patterns. When they did exhibit different communication patterns, Indian students reported communication behaviors considered significantly more individualist than the American students. This research suggests that additional cross-cultural research is needed about the usage of SNWs and other forms of computer-mediated communication.

Social networking websites in india and the united states: a cross-national comparison of online privacy and communication

Using examples of programming code is a key element in learning how to program. Instructors frequently add comments in the lines of code in order to explain code. This method is effective; however, it has serious complications: first, the code is not “flexible”, i.e. each student has to view all comments at once, even if he or she does not need all of them. This is especially true for large and complicated programming projects. Second, the size of comments, though technically not limited, can be an issue because long comments on multiple lines of code prevent students from having a clear picture of the code. The projects in a intermediate business programming class have both limitations: they include thousands of lines of complicated code, multiple sections and dozens of web pages. The objective of this research project is to apply the method of web-based learning to overcome the limitations of comment-based code learning. The interactive web system WebEx, introduced in one of the business application programming classes, is an example of interactive web-based learning systems that provides example-based code learning, and can be personalized by each student based on her or his individual learning pace.

Using webex in a web application programming course

In this paper, researchers report the results of a study of interactive annotated examples (IAEs) in the context of a business programming course. Using code examples is a key element in most course that cover programming, and providing students with asneeded assistance in the form of code annotations is extremely beneficial. In this experiment, a set of nonmandatory examples were made available to students for self-study. Students were able to access the examples at their own pace on their own time. This study confirms results from previous studies that student browsing of annotated coding examples by them to develop programming skill more readily. This paper contributes to the literature on programming pedagogy and traits of successful student.

Discovering educational value of interactive annotated examples in a business programming course

Social navigation is a promising way to guide users in hypermedia environments. In this paper we present Social WebEx, a system that provides social navigation to line-by-line annotated code examples. Social WebEx is a version of "plain" WebEx that only provides access to annotations of lines of code. In social WebEx users are able to see their own code browsing traffic of examples as well as the traffic of their peers. The social version of the system has been used for over a year as an optional learning tool in both graduate and undergraduate programming coursers in a number of schools.

Natalya Goreva

Papers

Online and offline social ties of social network website users : An exploratory study in eleven societies

Social networking websites in india and the united states: a cross-national comparison of online privacy and communication

Using webex in a web application programming course

Discovering educational value of interactive annotated examples in a business programming course

Providing social navigation within annotated examples