The formation of group norms in computer‐mediated communication

The formation of group norms in computer‐mediated communication (CMC) was examined among students who used e‐mail as part of a course. A network analysis of group structures revealed that (a) content and form of communication is normative, group norms defining communication patterns within groups, (b) conformity to group norms increases over time, communication outside the group is governed by different social norms. Results show that norms prescribing a particular use of technology are socially constructed over time at the level of locally defined groups and also show that the influence of these norms is limited to the boundaries of the group. It is concluded that the process of social construction is restrained by social identities that become salient over the course of interaction via CMC. These findings complement experimental evidence that stresses the importance of normative influence in CMC.     

Giving and sharing in the computer‐mediated economy

The paper examines how digital technology mediates the behaviour of consumers in three online systems that facilitate offline gift giving and sharing (Freecycle, Couchsurfing, and Landshare). Findings derived from a netnography and depth interviews reveal how technology is used to enact and influence the management of identity, partner selection, ritual normalisation, and negotiation of property rights. The findings have significant implications for the design and management of systems that encourage non‐monetary forms of collaborative consumption. Copyright © 2014 John Wiley & Sons, Ltd.     

Self‐disclosure in computer‐mediated communication: The role of self‐awareness and visual anonymity

Three studies examined the notion that computer‐mediated communication (CMC) can be characterised by high levels of self‐disclosure. In Study One, significantly higher levels of spontaneous self‐disclosure were found in computer‐mediated compared to face‐to‐face discussions. Study Two examined the role of visual anonymity in encouraging self‐disclosure during CMC. Visually anonymous participants disclosed significantly more information about themselves than non‐visually anonymous participants. In Study Three, private and public self‐awareness were independently manipulated, using video‐conferencing cameras and accountability cues, to create a 2 × 2 design public self‐awareness (high and low)×private self‐awareness (high and low). It was found that heightened private self‐awareness, when combined with reduced public self‐awareness, was associated with significantly higher levels of spontaneous self‐disclosure during computer‐mediated communication. Copyright © 2001 John Wiley & Sons, Ltd.     

Students' perceived closeness to professors: The effects of school,professor gender,and student gender

The present study is a replication and expansion of F. J. Crosby and L. M. Reinardy's 1993 study, which found that female college students felt closer to female professors than to male professors. While the original study was conducted at a women's college, the present study includes students at a women's college, a coed college that was previously a women's college, a coed college that was previously a men's college, and a large university. Seventy-four percent of students were Caucasian, 7% Asian, 5.5% African American, 3% Latino/Latina, 0.5% Native American, 5.5% Mixed Race, and 4% Other. Feelings of closeness were examined as a function of institution, professor gender, and student gender. It was again found that students at the women's college felt closer to female professors than to male professors. This affinity for female professors held true for both male and female students at the other three institutions. Additionally, students at the previously women's college felt closer to their professors than did students at either the university or the previously men's college. The importance of female professors in higher education are considered.     

Attitude change in face‐to‐face and computer‐mediated communication: private self‐awareness as mediator and moderator

Two types of social influence can be distinguished: norm‐based influence occurs when social identity is salient and interpersonal influence occurs when personal identity is salient. In two experiments the impact of trait and state private self‐awareness on interpersonal influence during face‐to‐face and computer‐mediated communication (CMC) was investigated. It is argued that interpersonal influence resulting from face‐to‐face communication is stronger than interpersonal influence resulting from CMC because CMC heightens state private self‐awareness. As a result, it leads to a focus on personal perceptions and thoughts which in turn reduces attitude change. Experiment 1 suggests that communication media may influence attitude change via private self‐awareness. Experiment 2 showed that trait private self‐awareness moderates the effect of communication media on interpersonal influence. Interpersonal influence was stronger in face‐to‐face communication than in CMC only for individuals higher in private self‐awareness. This finding indicates that the impact of situational variations of a concept can be limited to individuals who have a more elevated sense of private self‐awareness. Copyright © 2005 John Wiley & Sons, Ltd.     

The effects of different types of interpretation on outcome in group psychotherapy

Interpretations in three psychodynamic therapy groups were rated according to Yalom's typology. Results indicated that here-and-now interpretations were employed over four times as often as historical ones. Outcome results, as measured by the DSM-III-R, indicated that interpretations of a client's present patterns of behavior were most effective in changing pathology, followed by interpretations of the impact of the client's behavior on others, then by historical interpretations. Interpretations of motivation tended to make clients worse. Client session satisfaction ratings demonstrated the same pattern as the outcome results.     

The effect of computer‐mediated communication on conformity vs. nonconformity: An impression management perspective

There is disagreement in the literature regarding whether those communicating in computer-mediated (CM) groups are attentive or oblivious to the social situation. There is evidence on both sides, with those in CM groups sometimes modifying their public responses and other times not. This apparent contradiction may be due in part to the impression that those in CM groups wish to convey and whether modifying their responses would help convey this impression. Specifically, whereas those in face-to-face (FTF) groups may strategically alter their public responses to present themselves as part of the group, those in CM groups may strategically alter their public responses to present themselves as separate from the group and unique on a positive dimension. The results of three experiments support this impression-management account: those in CM groups strategically altered their responses when doing so produced a desirable impression. The results further suggest that visual information about the group and social distance play important roles in affecting whether those in CM groups conform or not.     

Role of face‐to‐face and computer‐mediated communication time in the cohesion and performance of mixed‐mode groups

Although the rapid development of information technology has led to the increasing use of computer‐mediated communication (CMC), few studies have examined the relational aspect of mixed‐mode groups that use both face‐to‐face (FTF) communication and CMC. A field study comprising 42 student groups was conducted to assess the relationships among communication time, cohesion, and performance in mixed‐mode groups. The findings suggest that time spent in FTF communication significantly predicted group social cohesion, but time spent in CMC did not. In contrast, group task cohesion was predicted by time spent in CMC but not by time spent in FTF communication. Time spent in CMC was also a strong predictor of group task performance. These results suggest that FTF communication contributes to the social aspect of mixed‐mode groups and that CMC is beneficial to their task‐related aspect. The findings of mediation analyses showed a significant indirect effect among time spent in FTF communication, group social cohesion, and group contextual performance. In other words, time spent in FTF communication had a positive effect on group social cohesion, which in turn positively affected group contextual performance. However, no mediating effect was found among time spent in CMC, group task cohesion, and group task performance. Theoretical and practical implications of these findings are discussed.     

Shyness,sociability, and the role of media synchronicity in the use of computer‐mediated communication for interpersonal communication

This study analysed how university students in Hong Kong with varying degrees of shyness and sociability utilized computer‐mediated communication (CMC) technologies for interpersonal communication. As spontaneous communication can increase the workload on working memory and accentuate feelings of social anxiety, it was hypothesized that shy students were more likely to use email and social network sites (asynchronous CMC) more frequently, and instant messaging and chat less (synchronous CMC). Results from an online questionnaire provided partial support for the hypotheses and suggested distinctive usage patterns separated by media synchronicity. Moreover, the analyses revealed a significant interaction between shyness and sociability on asynchronous CMC use.     

The role of the regular teacher in a whole school approach to guidance counselling in Ireland

A whole school approach to guidance counselling has been promulgated by Irish policy-makers as a model of good practice in the delivery of guidance counselling in the post-primary sector since the 1998 Education Act (DES, 2005a, 2009, 2012). This approach to guidance counselling provision is viewed as a whole school responsibility where schools are expected to collaboratively develop a school guidance plan to support the needs of their students. The role of the regular teacher in a whole school approach to guidance counselling has received very little attention either in the Irish education system or in empirical research. This article will address this deficit through its discussion of a case study carried out in one school in 2012. It will position the findings from the study in the context of the re-allocation of post-primary guidance counselling provision in the national Budget 2012 that has witnessed the substantive erosion of the guidance counselling service in the last two years.     

Promoting socioemotional competence in primary school classrooms: Intervention effects of the EMOscope

The aim of the study was to determine the effectiveness of a brief, teacher-led intervention (EMOscope) developed to promote children’s socioemotional competence. Our sample consisted of 339 Polish pupils and their 16 teachers from 16 third grade classrooms. Teachers in the experimental condition (8 teachers) were trained to deliver the EMOscope intervention. Data were collected at pre-test and post-test. Performance tests were administered to measure children’s social understanding and emotional awareness. Furthermore, peer ratings were used to measure children’s cooperative behaviour and teachers’ reported on children’s prosocial behaviour, hyperactivity, emotional problems, conduct problems, and peer problems. Multilevel regression analysis revealed that children in the experimental condition improved significantly on emotional self- and other-awareness and on social understanding. Moreover, they decreased in teacher-rated hyperactivity, conduct problems, and total difficulties. No effects were found, however, on teacher-rated prosocial behaviour, emotional problems, peer problems, and peer-rated cooperative behaviour.     

Incipient adult personality: The NEO‐PI‐3 in middle‐school‐aged children

This study administered the NEO Personality Inventory‐3 (NEO‐PI‐3), a more readable version of an adult measure of the Five‐Factor Model, to 449 boys and girls aged 12 and 13, who described themselves or a peer. Analyses of readability, reliability, factor structure, and convergent and discriminant validity suggested that the NEO‐PI‐3 can be appropriately used in this age group. Personality traits in children of this age closely resemble in structure and functioning the traits of older adolescents and adults. Most gender differences known from studies of adults are found in this age group, and mean levels show continuity with older groups. The NEO‐PI‐3 appears to be a useful instrument for research, and potentially for clinical applications, in middle‐school‐aged children.     

Group‐based evaluations for pupil‐on‐teacher violence: The impact of teacher intervention strategy

Although extreme violence to teachers is rare, the fact remains that in the UK, 29% of teachers report having been physically assaulted by a pupil (ATL, 2008a ). The ways in which responsibility for such assaults are attributed can have legal, educational and managerial implications. In the current study, teachers (N = 66), pupils (N = 68) and parents (N = 64) from a large secondary school in the UK read an incident report form outlining an incident depicting a pupil physically assaulting a teacher. The incident report was manipulated such that, prior to being assaulted, the teacher had either separated the assailant pupil from another pupil using a physical or non‐physical intervention. Results revealed that participating parents' and teachers' evaluations of the assailant's parents and the teacher differed from those of pupils in several ways. The results are discussed in terms of group‐based responsibility for deviant behaviour and implications for teacher behaviour in response to pupil on teacher violence. Copyright © 2010 John Wiley & Sons, Ltd.     

Feasibility of and teacher preference for student‐led implementation of the good behavior game in early elementary classrooms

The Good Behavior Game (GBG) is a classwide group contingency shown to reduce disruptive student behavior. We examined the feasibility of training young students to lead the GBG in one first‐grade and three kindergarten classes. We also examined teacher preference for teacher‐led GBG, student‐led GBG, or no GBG using a concurrent chains procedure. We successfully trained students in all classes to lead the GBG, and the GBG reduced disruptive behavior regardless of who implemented it. Preference for who implemented the game varied across teachers. Results of this study suggest that students as young as kindergarten age can be trained to implement the GBG and that teacher preference should be taken into account when determining how classwide interventions are to be implemented.     

The effects of redundant communications on listeners: Why different types may have different effects

Much of our communication is redundant in that we say more than necessary to be informative. How listeners respond to verbal redundancy is important because of its frequency of occurrence and because such knowledge should enable us to increase our understanding of the development of listening skills. Previous research indicated qualitative developmental differences in how listeners respond to differentiating redundancy (several distinguishing features of a referent are mentioned). The present research compared performance with two forms of redundancy: differentiating and structured (e.g., mentioning a distinguishing referential feature and a feature shared by several contiguous stimuli) and investigated causes of differences in responding to the two forms. First- and fifth-graders participated in a referential communication paradigm. Results were discussed in terms of a processing capacity model: Redundancy should facilitate performance only if it decreases processing demands on a listener. Which processing demands will be affected will depend on the specific redundancy and the specific task.I am indebted to the children and staff from Taken Elementary School in Smithtown, New York, and from Bedford, Campfield, and Westchester Elementary Schools and Pilgrim Christian Day School in Baltimore County, Maryland, for participating in this study. The first experiment was part of my doctoral dissertation at SUNY at Stony Brook. I am grateful to the members of my committee, especially Russ Whitehurst, for their guidance and advice. I also wish to thank Linda Baker for reading a preliminary draft of the paper, and Amy Gorback for running some of the subjects.