Students’ Use and Perceptions of Social Networking Technologies: Connections to Reading, Reading Ability, and Self-Perception

Abstract This study was undertaken to examine traditional forms of literacy and the newest form of literacy: technology. Students who have trouble reading traditional forms of literacy tend to have lower self-esteem. This research intended to explore if students with reading difficulties and, therefore, lower self-esteem, could use Social Networking Technologies including text messaging, Facebook, email, blogging, MySpace, or Twitter to help improve their self-esteem, in a field where spelling mistakes and grammatical errors are commonplace, if not encouraged. A collective case study was undertaken based on surveys, individual interviews, and gathered documents from 3 students 9-13 years old. The data collected in this study were analyzed and interpreted using qualitative methods. These cases were individually examined for themes, which were then analyzed across the cases to examine points of convergence and divergence in the data. The research found that students with reading difficulties do not necessarily have poor self-esteem, as prior research has suggested (Carr, Borkowski, & Maxwell, 1991; Feiler, & Logan, 2007; Meece, Wigfield, & Eccles, 1990; Pintirch & DeGroot, 1990; Pintrich & Garcia, 1991). All of the participants who had reading difficulties, were found both through interviews and the CFSEI-3 self-esteem test (Battle, 2002) to have average self-esteem, although their parents all stated that their child felt poorly about their academic abilities. The research also found that using Social Networking Technologies helped improve the self-esteem of the majority of the participants both socially and academically.

Instagram, Social Media, and the "Like": Exploring Virtual Identity's Role in 21st Century Students' New Socialization Experience

Personal technologies and social media use have changed the socialization experience of our 21st century learners. As learners have a new, embodied, virtual identity that is an omnipresent force within their social interactions, this study sought to examine how virtual identity influences student relationships both within and outside of a school context. This study also explored how personal technologies and social media use have influenced learners’ perceptions of their own 21st century learning. Using a qualitative inquiry, purposeful sampling was employed to recruit 6 participants between the ages of 15 to 19 to examine their social networking site use and education experience. Data were collected from single, one-on-one semi-structured interviews in which participants discussed their experiences using social media. Data were also collected from the teens’ personal Instagram accounts, and a personal reflexive researcher’s journal was kept for triangulation of data. Open and axial coding strategies alongside constant comparative methods were used to analyze data. Participants shared how they and their peers use social media, the pressures and expectations from other users, social media’s influence on peer relationships, and how social media influences their choices in the physical realm. All 6 participants explained that their teachers do not talk to them about their social media use, and even offered critiques of the school system itself and its inability to prepare students for the new realities of a digital world. This study concludes that while social media is very influential on students’ socialization, educators should be more concerned about the lack of guidance and support that students receive in school in terms of appropriate social media use and the navigation of virtual identity.

An Exploration of Professors’ Use of Twitter in Higher Education

Scant research has explored how professors in Canadian universities use Twitter as a teaching tool or to augment knowledge about their subject disciplines. This case study employed a mixed-method approach to examine how professors in an Ontario university use Twitter. Using a variation of the technology acceptance model, the survey (n = 17) found that professor participants—41.2% of whom use Twitter—perceive Twitter as somewhat useful as a teaching tool, not useful for finding and sharing information, and not useful for personal use. Participants’ gender and number of years teaching are not indicators of Twitter use. Furthermore, the level of support from peers and the university may be reasons why some do not use Twitter or have stopped using Twitter. Face-to-face interviews (n = 3) revealed that Twitter is not used in classrooms or lecture halls, but predominantly as a means of sharing information with students and colleagues. Another deterrent to using Twitter is not knowing who to follow. Findings indicate that some professors at this university embrace Twitter, but not necessarily as an in-class teaching tool. The challenge and the advantage of using Twitter is to discover and follow people who tweet material and to select relevant material to pass along to students and colleagues. Professor participants in the study found a use for the social network as a means to increase student engagement, create virtual information-exchange communities, and enrich their own learning.

A Longitudinal Examination of Bidirectional Associations between Subjective Sleep Characteristics and Psychosocial Functioning among University Students

A number of studies have found a significant link between sleep and psychosocial functioning among university students. A critical examination of this literature, however, indicates that one important gap within the literature is the need for longitudinal studies that specifically test for bidirectional associations between these two constructs. The main purpose of my dissertation was to address this gap by conducting three studies that examined bidirectional associations between sleep and psychosocial functioning among a sample of university students. Participants were 942 (71.5% female) undergraduate students enrolled at a Canadian university, who completed survey assessments annually for three consecutive years, beginning in their first year of university. In the first study, I assessed bidirectional associations between two sleep characteristics (sleep quality and sleep duration) and three psychosocial functioning variables (academics, friendship quality, and intrapersonal adjustment). Results based on cross-lagged models indicated a significant bidirectional association between sleep quality and intrapersonal adjustment, such that more sleep problems predicted more negative intrapersonal adjustment over time, and vice versa. Unidirectional associations indicated that both higher academic achievement and more positive friendship quality were significant predictors of less sleep problems over time. In the second study, in which I examined bidirectional associations between sleep and media use, results provided support only for unidirectional associations; such that more sleep problems predicted increases in both time spent watching television and time spent engaged in online social networking. In the third study of my dissertation, in which I examined social ties at university and sleep quality, results indicated a significant bidirectional association, such that more positive social ties predicted less sleep problems over time, and vice versa. Importantly, emotion regulation was a significant mediator of this association. Findings across the three studies, highlight the importance of determining the direction of effects between different sleep characteristics and various aspects of university students’ psychosocial functioning, as such findings have important implications for both methodology and practice. A better understanding of the nature of the associations between sleep and psychosocial functioning will equip students, parents and university administrators with the tools necessary to facilitate successful adjustment across the university years.

When the Beautiful Game Turns Ugly: A Study of Fan Experiences of Perceived Match Fixing in Soccer

Limited academic attention has been given to the nexus between corruption in soccer and its impact on fandom. Consequently, the purpose of this qualitative study was to better understand the lived experiences of highly identified soccer fanatics living through this era of match fixing in the sport. Social networking site Twitter was utilized to recruit participants from three continents – Africa, Europe, and North America – based on submissions to the site in response to a perceived fix from a high-profile March, 2013 match. A total of 12 semi-structured interviews were conducted with highly identified soccer fans in accordance with Funk and James’ (2001) Psychological Continuum Model (PCM). Despite the majority of participants feeling skepticism about the purity of soccer today, half of the participants’ fandom remained unchanged in the face of perceived match fixing. Directions for future research and recommendations are considered and discussed.

The Social Enterprise as an Alternative Work Option for Persons with Developmental Disabilities: A Case Study of Staff Perspectives at Common Ground Co-operative

Traditional employment options for persons with developmental disabilities are lacking. Employment options available for persons with developmental disabilities are reflective of the medical and social model perspectives of disability; with segregated and supported employment reinforcing the idea that persons with developmental disabilities are incapable and competitive employment missing the necessary accommodations for persons to be successful. This study examined social enterprises as an alternative employment option that can balance both medical and social model perspectives by accommodating for weaknesses or limitations and recognizing the strengths and capabilities of persons with developmental disabilities in the workplace. Moreover, this study is part of a broader case study which is examining the nature and impacts of a social enterprise, known as Common Ground Co-operative (CGC), which supports five social purpose businesses that are owned and operated by persons with developmental disabilities. This study is part of the Social Business and Marginalized Social Groups Community-University Research Alliance. To date, a case study has been written describing the nature and impacts of CGC and its related businesses from the perspectives of the Partners, board members, funders and staff (Owen, Readhead, Bishop, Hope & Campbell, in press & Readhead, 2012). The current study used a descriptive case study approach to provide a detailed account of the perceptions and opinions of CGC staff members who support each of the Partners in the five related businesses. Staff members were chosen for the focus of this study because of the integral role that they play in the successful outcomes of the persons they support. This study was conducted in two phases. In the first phase five staff members were interviewed. During this stage of interviews, several themes were presented which needed to be examined in further detail, specifically staff stress and burnout and duty of care for business Partners versus the promotion of their autonomy. A second phase of interviews was then conducted with one individual participant and a focus group of seven. During both interview phases, Staff participants described an employment model that creates a non-judgemental environment for the business Partners that promotes their strengths, accommodates for their limitations, provides educational opportunities and places the responsibility for the businesses on the persons with developmental disabilities cultivating equality and promoting independence. Staff described the nature of their role including risk factors for stress, the protective factors that buffer stress, and the challenges associated with balancing many role demands. Issues related to the replication of this social enterprise model are described.