Training Effectiveness on the Use of Social Networking Websites for Job Opportunity Among College Students: An Evaluation of Behavioral Intervention Brandon Saedi & Dr. Hannah-Hanh Nguyen Department of Psychology College of Liberal Arts, California State University Long Beach Abstract 1. Will behavioral change result from a training intervention? Low Motivation High Motivation Group Receiving Training Group Receiving No Training Change in Social Networking Behavior Research Questions & Hypotheses Methods Introduction Social networking websites can affect employment opportunity, especially for young adults (Loughlin & Barling, 2001). Understanding the potential impact of social networking on employment is critical for managing one’s online profile in a way that can increase opportunity rather than hinder it (Kramer & Winter, 2008). There are many behavioral change techniques, however Fishbein and Ajzen’s (1975) theory of reasoned action is the most practical technique because it encompasses the major determinants associated with social networking self-presentation behaviors; namely, beliefs and intentions. “ Attempts to bring about change invariably involve exposure to new information about some object, behavior, issue, or event. Changes in beliefs resulting from such exposure to new information provide the foundation on which rests the ultimate effectiveness of any influence attempt.” (Fishbein & Ajzen, 1975, p. 387). Presentation of information and demonstration of positive behavioral outcomes with regard to social networking websites should therefore elicit beliefs and attitudes. These attitudes will alter the receivers’ intentions and online self-presentation behaviors. It is possible that students who attend training are likely to be more self-motivated to get a job from the start. This motivational factor could further affect behavioral changes in social networking behavior. Hypothesis 1: The relationship between training college students and intentions to change is mediated by their knowledge of effective behavior. Specifically, those who attend the training will have more positive beliefs and attitudes, thereby increasing intentions to change social networking profile. Hypothesis 2: The relationship between training college students and behavior changes is mediated by their intentions to change. Specifically, those who attend the training will increase intentions to change and will indeed change their social networking profile. Hypothesis 3: Motivation for employment will moderate the training effectiveness such that those in the training condition who are more motivated will benefit more from the training (higher intention to change) than those low in motivation. 2. Will the relationship among training intervention and actual behavior change be mediated by students’ knowledge and intentions to change? 3. Will the relationship between training and changed intentions be moderated by motivation for employment? Participants This study will include a sample comprised of N = 150 job- seeking college students from California State University, Fullerton and California State University, Long Beach. Measures Pretest and posttest surveys will assess motivation for employment and participants’ intentions to change social networking behaviors. Treatment Training seminars will be held at each campus to implement an intervention demonstrating effective management of social networking profiles for maximizing employment opportunity. Participants of the training seminar will be given a survey immediately following the presentation. Control A group of college students who will not receive the intervention but receive a nonrelated workshop (e.g. resume building) will be asked to take the surveys. Follow-up At one month following completion of the survey, researchers will follow-up with participants via e-mail to determine participants’ employment status and whether social networking profiles have actually been changed. References Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research, Reading, MA: Addison- Wesley. Kramer, N. C., & Winter, S. (2008). Impression management 2.0: The relationship of self-esteem, extraversion, self-efficacy, and self-presentation within social networking sites. Journal of Media Psychology: Theories, Methods, and Applications, 20 , 106-116. Loughlin, C. & Barling, J. (2001). Young workers work values, attitudes and behaviors. Journal of Occupational and Organizational Psychology, 74, 543-558. Muchinsky, P. (2006). Work motivation. In M. Sordi et al. (Ed.), Psychology applied to work (pp. 380-418). Belmont, CA: Thomson Wadsworth. Expectancy theory of motivation posits that motivation is based on the perceived degree of relationship between the amount of effort a person puts forth and the performance that results from that effort (Muchinsky, 2006). Training aims to influence students’ expectations of positive and negative outcomes according to social networking behavior. Contact Information Brandon Saedi MSIO candidate [email_address] No Yes No No Social Networking Effectiveness Training Intentions to Change Social Networking Profile Motivation for Employment Actual Change in Social Networking Profile Social Networking Effectiveness Training Intentions to Change Social Networking Profile This proposed study will assess the effects of a behavioral intervention technique on social networking behaviors based on the Theory of Reasoned Action (Fishbein & Ajzen, 1975). Anecdotal evidence shows that increasingly more employers are using social networking websites, such as MySpace, as a basis for selection. The present study will utilize an intervention to train job-seeking college students at two public universities to effectively use social networking websites to increase employment opportunity and avoid pitfalls. The design is a pretest posttest study with two groups (training vs. control). The surveys include motivation for employment and intention to change social networking behavior. It is expected that those who receive training will change their intentions and behavior significantly more than those who do not, thereby increasing employment opportunity. It is also expected that there be an interaction between the training and motivation for employment when predicting changes in intentions and behavior. Knowledge: Beliefs & Attitudes

Social networking websites can affect employment opportunity, especially for young adults (Loughlin & Barling, 2001).

Understanding the potential impact of social networking on employment is critical for managing one’s online profile in a way that can increase opportunity rather than hinder it (Kramer & Winter, 2008).

There are many behavioral change techniques, however Fishbein and Ajzen’s (1975) theory of reasoned action is the most practical technique because it encompasses the major determinants associated with social networking self-presentation behaviors; namely, beliefs and intentions.

“ Attempts to bring about change invariably involve exposure to new information about some object, behavior, issue, or event. Changes in beliefs resulting from such exposure to new information provide the foundation on which rests the ultimate effectiveness of any influence attempt.” (Fishbein & Ajzen, 1975, p. 387).

Presentation of information and demonstration of positive behavioral outcomes with regard to social networking websites should therefore elicit beliefs and attitudes. These attitudes will alter the receivers’ intentions and online self-presentation behaviors.

It is possible that students who attend training are likely to be more self-motivated to get a job from the start. This motivational factor could further affect behavioral changes in social networking behavior.

Participants

This study will include a sample comprised of N = 150 job- seeking college students from California State University, Fullerton and California State University, Long Beach.

Measures

Pretest and posttest surveys will assess motivation for employment and participants’ intentions to change social networking behaviors.

Treatment

Training seminars will be held at each campus to implement an intervention demonstrating effective management of social networking profiles for maximizing employment opportunity. Participants of the training seminar will be given a survey immediately following the presentation.

Control

A group of college students who will not receive the intervention but receive a nonrelated workshop (e.g. resume building) will be asked to take the surveys.

Follow-up

At one month following completion of the survey, researchers will follow-up with participants via e-mail to determine participants’ employment status and whether social networking profiles have actually been changed.

Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research, Reading, MA: Addison- Wesley.

Kramer, N. C., & Winter, S. (2008). Impression management 2.0: The relationship of self-esteem, extraversion, self-efficacy, and self-presentation within social networking sites. Journal of Media Psychology: Theories, Methods, and Applications, 20 , 106-116.

Loughlin, C. & Barling, J. (2001). Young workers work values, attitudes and behaviors. Journal of Occupational and Organizational Psychology, 74, 543-558.

Muchinsky, P. (2006). Work motivation. In M. Sordi et al. (Ed.), Psychology applied to work (pp. 380-418). Belmont, CA: Thomson Wadsworth.

Expectancy theory of motivation posits that motivation is based on the perceived degree of relationship between the amount of effort a person puts forth and the performance that results from that effort (Muchinsky, 2006).

Training aims to influence students’ expectations of positive and negative outcomes according to social networking behavior.