ORIGINAL ARTICLES
The Relationship Between Facebook and the Well-Being
of Undergraduate College Students
Maria Kalpidou, Ph.D., Dan Costin, M.A., and Jessica Morris, B.A.
Abstract
We investigated how Facebook use and attitudes relate to self-esteem and college adjustment, and expected to
find a positive relationship between Facebook and social adjustment, and a negative relationship between
Facebook, self-esteem, and emotional adjustment. We examined these relationships in first-year and upper-class
students and expected to find differences between the groups. Seventy undergraduate students completed
Facebook measures (time, number of friends, emotional and social connection to Facebook), the Rosenberg Self-
Esteem Scale, and the Student Adaptation to College Scale. First-year students had a stronger emotional con-
nection to and spent more time on Facebook while they reported fewer friends than upper-class students did.
The groups did not differ in the adjustment scores. The number of Facebook friends potentially hinders academic
adjustment, and spending a lot of time on Facebook is related to low self-esteem. The number of Facebook
friends was negatively associated with emotional and academic adjustment among first-year students but
positively related to social adjustment and attachment to institution among upper-class students. The results
suggest that the relationship becomes positive later in college life when students use Facebook effectively to
connect socially with their peers. Lastly, the number of Facebook friends and not the time spent on Facebook
predicted college adjustment, suggesting the value of studying further the notion of Facebook friends.
Introduction
In recent years, online social-networking sites haveachieved notable popularity among college students. The
creation of Facebook, in 2004, has revolutionized social be-
haviors and networking practices among college students.
Facebook allows a user to create a profile, display personal
information, upload pictures, access other users’ profiles, ac-
cumulate online friends, and interact with those friends
through messages, gifts, and other applications. In the litera-
ture, the average amount of time spent on Facebook ranges
from 30 minutes1 to over 2 hours daily.2,3 While it appears that
Facebook is the preferred approach to networking among
college students, there has been little research on its rela-
tionship with psychological well-being.
Past research has extensively examined the effects of gen-
eral Internet use on social well-being. Initial studies con-
cluded that greater Internet use led to a decline in family
communication, and local and distant network size.4 Based
on the results of the HomeNet project,4 participants who
spent a significant amount of time on the Internet reported
higher levels of loneliness and a greater number of daily
stresses than people who did not use the Internet as much.
Moreover, greater Internet use has been associated with a
highe.
Relationships between facebook intensity self esteem and personalityMarcelo Pesallaccia
1) The study examined relationships between Facebook use, friendship-contingent self-esteem, personality, and narcissism in 200 U.S. college students.
2) It found that students who strongly tied their self-esteem to the quality of their friendships were more active Facebook users, supporting the hypothesis.
3) No significant relationships were found between Facebook use and personality or narcissism. The results suggest Facebook allows students to maintain social connections that are important for friendship-contingent self-esteem.
Welcome-to-Facebook-How-Facebook-influences-Parent-child-relationshipHazel Lee Weiyi
The document summarizes a study that examined how the use of Facebook influences the intimacy level in parent-child relationships. 17 parent-child pairs were interviewed separately. The study found that Facebook increased intimacy through mutual trust, reduced intergenerational gaps, equality in the relationship, and less policing by parents. Facebook allows for affectionate communication while reducing awkwardness. It also equalizes relationships by filtering out social status cues, allowing parents and children to interact as equals. Overall, the findings suggest that the Internet and Facebook can provide a positive means of communication between parents and children.
This document summarizes research on the effects of social media use on romantic relationships. It discusses how social media has changed how relationships form and develop through Facebook. Research shows that revealing too much personal information on social media can lead to relationship dissatisfaction due to jealousy and lack of trust. Spending excessive time on social media can also be intrusive and negatively impact relationships. While social media allows people to stay connected, oversharing details about a relationship online can damage it.
Relationship of facebook activity and narcissism among second (1)mims24
The document summarizes a research study that examines the relationship between narcissistic personality disorder and Facebook use among second year students at the University of Makati. The study aims to determine if higher Facebook activity is correlated with higher narcissism. It reviews literature on Facebook use, narcissism, and the relationship between the two. The conceptual framework is based on social exchange theory. The study will use descriptive research design and collect data through a Facebook activity test, narcissism inventory, and demographic questions. It seeks to understand profiles of respondents and examine the hypothesis that higher Facebook use is linked to greater narcissistic tendencies.
THE GRATIFICATION AND MISUSE PATTERNS OF FACEBOOK USE AMONG UNDERGRADUATE S...American Research Thoughts
This study explored the consequences of Facebook use in the lives of undergraduate
students and to what extent this social network site was subjective to their everyday requirements. In
this respect 100 college students from Govt. College Dharamshala were randomly chosen and after
reviewing several studies on Facebook use, a questionnaire containing 20 close-ended questions was
framed and circulated them in their free times. The collected data was tabled and analyzed with the
assistance of IBM SPSS 20. Finally, the study summarizes that the undergraduates access Facebook
for various purposes in their everyday life in which, academic search, online shopping, developing
(social) relations, sharing data, chatting, and killing loneliness are primary. The study also confirms
and supports the results of previous studies that the consumption of Facebook influences students’
academic, health and social life both negative and positive manners. It is alarmed that if the
dependency of students on Facebook is not taken seriously by parents, teachers and policymakers, it
would influence their social relationship, health status, moral attitude and academic performance to a
large manner in coming years.
The study examined factors that predict social media usage among 384 undergraduate students. It assessed how extroversion, need for popularity, socializing, smartphone usage, Greek life affiliation, and other variables related to frequency of Facebook and Instagram use. The researchers hypothesized that higher levels of extroversion, need for popularity, socializing, and smartphone usage would predict greater social media frequency, based on previous research. Preliminary results found that smartphone usage and Greek life predicted Facebook use, while extroversion, need for popularity, socializing, and smartphone usage predicted Instagram use. The study aimed to expand understanding of how personality traits and behaviors relate to social networking behaviors.
Research Thesis (The Impact of Facebook Usage to the Academic Performance of ...Anjenette Columnas
This is our research paper in a thesis-like form entitled "The Impact of Facebook Usage to the Academic Performance of the 4th Year Education Students in Andres Bonifacio College". Together with the unity of the group, our research thesis was made possible.
I hope this will help as a guidance for students who will also make their own research thesis in the future!
The document summarizes research on the relationship between internet addiction and loneliness among college students. It finds that there is a positive correlation between internet addiction and loneliness, with a correlation value of 0.447. While loneliness and internet addiction are distinct issues, they can be both a cause and consequence of each other. Some individuals turn to excessive internet use to cope with feelings of loneliness, which can then further exacerbate social isolation.
Relationships between facebook intensity self esteem and personalityMarcelo Pesallaccia
1) The study examined relationships between Facebook use, friendship-contingent self-esteem, personality, and narcissism in 200 U.S. college students.
2) It found that students who strongly tied their self-esteem to the quality of their friendships were more active Facebook users, supporting the hypothesis.
3) No significant relationships were found between Facebook use and personality or narcissism. The results suggest Facebook allows students to maintain social connections that are important for friendship-contingent self-esteem.
Welcome-to-Facebook-How-Facebook-influences-Parent-child-relationshipHazel Lee Weiyi
The document summarizes a study that examined how the use of Facebook influences the intimacy level in parent-child relationships. 17 parent-child pairs were interviewed separately. The study found that Facebook increased intimacy through mutual trust, reduced intergenerational gaps, equality in the relationship, and less policing by parents. Facebook allows for affectionate communication while reducing awkwardness. It also equalizes relationships by filtering out social status cues, allowing parents and children to interact as equals. Overall, the findings suggest that the Internet and Facebook can provide a positive means of communication between parents and children.
This document summarizes research on the effects of social media use on romantic relationships. It discusses how social media has changed how relationships form and develop through Facebook. Research shows that revealing too much personal information on social media can lead to relationship dissatisfaction due to jealousy and lack of trust. Spending excessive time on social media can also be intrusive and negatively impact relationships. While social media allows people to stay connected, oversharing details about a relationship online can damage it.
Relationship of facebook activity and narcissism among second (1)mims24
The document summarizes a research study that examines the relationship between narcissistic personality disorder and Facebook use among second year students at the University of Makati. The study aims to determine if higher Facebook activity is correlated with higher narcissism. It reviews literature on Facebook use, narcissism, and the relationship between the two. The conceptual framework is based on social exchange theory. The study will use descriptive research design and collect data through a Facebook activity test, narcissism inventory, and demographic questions. It seeks to understand profiles of respondents and examine the hypothesis that higher Facebook use is linked to greater narcissistic tendencies.
THE GRATIFICATION AND MISUSE PATTERNS OF FACEBOOK USE AMONG UNDERGRADUATE S...American Research Thoughts
This study explored the consequences of Facebook use in the lives of undergraduate
students and to what extent this social network site was subjective to their everyday requirements. In
this respect 100 college students from Govt. College Dharamshala were randomly chosen and after
reviewing several studies on Facebook use, a questionnaire containing 20 close-ended questions was
framed and circulated them in their free times. The collected data was tabled and analyzed with the
assistance of IBM SPSS 20. Finally, the study summarizes that the undergraduates access Facebook
for various purposes in their everyday life in which, academic search, online shopping, developing
(social) relations, sharing data, chatting, and killing loneliness are primary. The study also confirms
and supports the results of previous studies that the consumption of Facebook influences students’
academic, health and social life both negative and positive manners. It is alarmed that if the
dependency of students on Facebook is not taken seriously by parents, teachers and policymakers, it
would influence their social relationship, health status, moral attitude and academic performance to a
large manner in coming years.
The study examined factors that predict social media usage among 384 undergraduate students. It assessed how extroversion, need for popularity, socializing, smartphone usage, Greek life affiliation, and other variables related to frequency of Facebook and Instagram use. The researchers hypothesized that higher levels of extroversion, need for popularity, socializing, and smartphone usage would predict greater social media frequency, based on previous research. Preliminary results found that smartphone usage and Greek life predicted Facebook use, while extroversion, need for popularity, socializing, and smartphone usage predicted Instagram use. The study aimed to expand understanding of how personality traits and behaviors relate to social networking behaviors.
Research Thesis (The Impact of Facebook Usage to the Academic Performance of ...Anjenette Columnas
This is our research paper in a thesis-like form entitled "The Impact of Facebook Usage to the Academic Performance of the 4th Year Education Students in Andres Bonifacio College". Together with the unity of the group, our research thesis was made possible.
I hope this will help as a guidance for students who will also make their own research thesis in the future!
The document summarizes research on the relationship between internet addiction and loneliness among college students. It finds that there is a positive correlation between internet addiction and loneliness, with a correlation value of 0.447. While loneliness and internet addiction are distinct issues, they can be both a cause and consequence of each other. Some individuals turn to excessive internet use to cope with feelings of loneliness, which can then further exacerbate social isolation.
Quantitative report on internet addiction and loneliness.pdfLovelockGifts
The document summarizes research on the relationship between internet addiction and loneliness among college students. It finds that there is a positive correlation between internet addiction and loneliness, with a correlation value of 0.447. While loneliness and internet addiction are distinct issues, they can be both a cause and consequence of each other. Some individuals turn to excessive internet use to cope with feelings of loneliness, which can then further exacerbate social isolation.
This document summarizes research on the relationships between Facebook use, social capital, and self-esteem in young adults. The study found that greater Facebook use was associated with increased bridging social capital over time. Additionally, those with lower self-esteem benefited more from Facebook use in building social capital and relationships compared to those with higher self-esteem. While Facebook may provide psychological benefits, more research is still needed on its impacts across different groups and cultures.
This study explored the effect of social media on college student study habits. A survey of 10 college students found mixed results, with 50% agreeing they check social media while studying but only 40% finding social media useful for studying. Interviews of 2 additional students found social media is seen as a distraction from studying and they prefer studying in person. The conclusion is that for the students surveyed, social media does not significantly impact their study habits. However, the small sample size limits conclusions and more research is needed.
- Researchers investigated the relationship between Facebook usage and social skills, depressive symptoms, self-esteem, extraversion, and emotional stability in undergraduate students.
- They found that increased Facebook usage was correlated with impaired social skills and higher depressive symptoms, as well as lower self-esteem.
- Increased Facebook usage was also related to higher extraversion and lower emotional stability.
- The results suggest that excessive Facebook use could have negative impacts on well-being, and modifications to the platform may help reduce these effects, especially in younger people. Further research on other social media is warranted.
The relationship-between-facebooking-and-academic-achievement-finalRamosJessica2
The document discusses a study on the relationship between Facebook usage and academic achievement among grade 11 students. It provides background information on Facebook and discusses both the positive and negative impacts of Facebook usage that have been found in previous studies. The study aims to determine the Facebook usage behaviors and reasons for using Facebook among grade 11 students, as well as the impact of Facebook usage on their study hours and academic performance. A descriptive correlational research method was used to collect data through surveys. The results will help students, teachers, parents and future researchers understand the relationship between Facebook usage and academics.
The effects of social media on college studentsArina Fauzi
This document summarizes a research study on the effects of social media on college students. A survey was administered to 48 college students, collecting data on their social media usage habits and perceptions of how social media affects their studies. The results showed that Facebook was the most popular site, with students spending 6-8 hours per day on average checking social media. While social media allowed students to connect with others, 80% of respondents used social media while doing homework, which could increase distraction and negatively impact academic performance. The study concluded that most college students' social media usage affects their study efficiency and may lower grades.
This document discusses several studies that have examined the relationship between social media use and students' academic performance. Some key findings include:
1) Studies have found lower GPAs among heavy social media users, with Facebook users averaging a GPA of 3.0-3.5 compared to 3.5-4.0 for non-users.
2) Excessive time spent on social media is associated with less time spent studying, which can negatively impact grades.
3) However, some studies have found no correlation, suggesting social media may now be integrated into student life without harming academic performance.
4) The relationship between social media use and academic performance is complex with many possible influencing factors.
Social Media & Academic Acheivement- Group Research ProposalJennifer Pearson
This document presents a literature review and proposed research study on the influence of social media use on student grade point averages. The literature review summarizes previous studies that found negative correlations between increased social media use and lower GPAs. The proposed study aims to further examine this relationship through surveys of Kennesaw State University students measuring social media use frequency, time management skills, and GPAs. It hypothesizes that greater time management leads to higher GPAs than frequent social media use. The study methods, variables, and ethics are also outlined.
Dependency on social media and its effects on users (literature review) - Pre...Dr. Fiza Zia Ul Hannan
< Justification of studying social media >
As a whole, media has become an essential element in modern life. In days to come, its role will expand with the expansion of technology. This is an age of advanced digital communication (Abid Hussain, 2019).
Post-modernism has given rise to non-face-to-face interaction, i.e. online engagement. With incorporation of social media in our lifestyles, we are heading towards another era beyond Post-modernism (especially since an outburst of COVID-19).
Mainstream media, i.e. television, newspaper, its utilization and effects on consumers have been a point of focus for researchers in their scholarly debates and are well documented since half century. New media, particularly social networking sites (SNS), is relatively a new discipline and is being explored through various dimensions since its emergence.
This document summarizes research on the relationships between Facebook use, social capital, and self-esteem in young adults. The study found that greater Facebook use was associated with increases in bridging social capital over time. Additionally, students with lower self-esteem benefited more from Facebook use in building social capital than those with higher self-esteem, who may face fewer challenges in forming casual relationships. However, more research is needed to understand social capital gains across different cultures and age groups.
Personality and Social Media Related JealousyFelicia Goff
This study investigated links between personality, time spent on social media, and jealousy. Participants completed surveys on time spent on Facebook, jealousy levels from hypothetical posts, and personality (introversion/extraversion). Participants logged onto Facebook an average of 16 times per week for 8 minutes. Total time spent on Facebook positively correlated with jealousy levels. Introverts logged on more but for less time than extroverts. While extroverts reported higher jealousy, the difference compared to introverts was not statistically significant. The study was limited to Facebook use among college-aged adults.
The Facebook has become an essential part of almost every university students’ daily life, and while a large
number of students seem to get benefits from use of the Facebook by exchanging information for educational
goals, make friends, and other activities, the literature indicates that this social networking site can become
addictive to some university students’ users, which is one of the today’s higher education matters. The aim of this
study, therefore, is to explore the phenomenon of Facebook addiction among university students. Qualitative
study using interview is used to gather data from nine International postgraduates of Universiti Putra Malaysia
and the data established three themes (Compulsion to check Facebook, High frequency use, and Using Facebook
to avoid offline responsibility) relied on the participants interviews. The findings from these three themes
showed that these users considered their Facebook dependency, are known as salience, tolerance, and conflict.
These results also lead to the conclusion that like most activities, moderation and controlled use are key. So, the
best approach to preparing students for life in a knowledge-based society is to help them exercise self-control
and achieve a level of balance when using Facebook. It is believed that the findings of this study would help
other Facebook researchers by contributing to the limited academic literature in this area.
The study found that excessive use of social networks like Facebook can lead to psychological disorders and antisocial behaviors in teenagers. Teens who used technology daily were more likely to develop stomach pain, sleep problems, anxiety, and lower grades. However, the study also found that moderate social media use can develop "virtual empathy" and increase sympathy towards others in real life.
The document discusses the effects of social media on the academic performance of selected grade 9 students. It finds that students use social media mostly to keep in touch with people and to socialize. While social media helps with schoolwork like homework and projects, students who spend more than 3 hours on social media daily had lower academic performance. Facebook was the most visited site and students mostly used it for chatting and seeking information. While social media can positively impact schoolwork, excessive unrelated use is linked to lower grades. Managing social media use and prioritizing academics is recommended.
This document summarizes research on attitudes towards Facebook use among adults over 35. It finds that while older adults see benefits to staying connected via Facebook, they use it less frequently than younger groups and have some concerns about privacy and effects on social interaction. The researcher conducted surveys and interviews that found older adults are generally satisfied with Facebook for communication but view it more passively. They recognize negatives like oversharing and impacts on youth but feel Facebook allows easy connection to others. More research is still needed on older adults' social media use and attitudes.
Investigation of the Relationships Between Phubbing, Attachment Styles and So...AJHSSR Journal
ABSTRACT: This study was aimed to examine the relationships between phubbing, attachment styles and social
anxiety variables in adults; also, to examine the predictors of individuals' socio-demographic characteristics on the
variables of the study. The sample of the study consisted of 260 adult people. According to the first findings of the
study, there was a significant negative relationship between the the Adult Attachment Style (AASS) and the the
Liebowitz Social Anxiety (LSAS), a significant negative relationship between (AASS) and the Generic Scale of
Phubbing (GSP), and a positive relationship between (LSAS) and the (GSP) was found. Secondly, it was determined
that there was no significant difference between the socio-demographic characteristics of the phubbing variable, and
there was a significant difference in the purpose of using the smart phone and the duration of using the smart phone.
While the variable of attachment styles differs significantly according to gender. Finally, although the social anxiety
variable does not differ according to income level, age groups and duration of social media use, it has been found to
differ according to gender. According to the results of the regression analysis, it is concluded that simple linear
regression can be established by seeing that these equations support the assumption of normality.
KEYWORDS: Attachment Styles, Social Anxiety, Phubbing
The document discusses a study that aimed to determine the uses of Facebook and its effects on the lifestyle of senior high school students in Muertegui National High School. The study found that most students use Facebook to maintain social ties by communicating with existing friends online. However, Facebook had limited potential to fully impact students' lifestyles. While students enjoyed life more when using Facebook, few experienced crying spells. Additionally, female students had a significantly higher use of Facebook than male students, but there was no significant difference in perceived effects between genders. The study provides recommendations such as regulating phone use in school and organizing activities to reduce Facebook usage.
Can You See How Happy We Are? Facebook Images and Relationship SatisfactionÁmbar Núñez
1) The study examined whether relationship satisfaction and closeness were associated with posting profile pictures with a romantic partner on Facebook.
2) In Study 1, individuals who reported feeling more satisfied and close in their relationships were more likely to post dyadic profile pictures on Facebook over the past 6 months.
3) Study 2 was a longitudinal study that found greater relationship satisfaction and closeness at an initial time point predicted a greater tendency to post dyadic profile pictures over the course of a year.
4) Study 3 examined dating couples daily and found that on days individuals felt more satisfied in their relationship, they were more likely to share relationship information on Facebook.
The document summarizes a research proposal that examines the relationship between time spent on social networking sites (SNS) and interpersonal relationships. It outlines 3 hypotheses: 1) Increased SNS use leads to increased contact with friends, 2) Increased SNS contact only leads to more face-to-face contact with friends who have moved away, and 3) Increased importance placed on SNS directly correlates to effort to stay in touch with current and old friends. A survey was administered to college students and results supported hypotheses 1 and 3 but only partially supported 2, finding increased face-to-face contact was only for friends deemed of medium importance. The study had limitations due to its narrow demographic sample.
· Describe strategies to build rapport with inmates and offenders .docxgerardkortney
· Describe strategies to build rapport with inmates and offenders in a correctional treatment or supervision program.
· Describe the effect of group dynamics on facilitating programs.
· Describe techniques for establishing a therapeutic environment.
Generalist Case Management
Woodside and McClam
https://phoenix.vitalsource.com/books/9781483342047/pageid/44
https://phoenix.vitalsource.com/#/books/9781323128800
https://phoenix.vitalsource.com/#/books/9781483342047
https://phoenix.vitalsource.com/#/books/9781133795247
https://phoenix.vitalsource.com/#/books/1259760413
Use book and two outside sources.
At least 100 words per question
THANKS
1 The Role of the Correctional Counselor CHAPTER OBJECTIVES After reading this chapter, you will be able to: 1. Identify the functions and parameters of the counseling process. 2. Discuss the competing interests between security and counseling in the correctional counseling process. 3. Know common terms and concerns associated with custodial corrections. 4. Understand the role of the counselor as facilitator. 5. Identify the various personal characteristics associated with effective counselors. 6. Be aware of the impact that burnout can have on a counselor’s professional performance. 7. Identify the various means of training and supervision associated with counseling. PART ONE: A BRIEF INTRODUCTION TO COUNSELING AND CORRECTIONS There are many myths concerning the concept of counseling. Although the image of the counseling field has changed dramatically over the past two or three decades, much of society still views counseling and therapy as a mystic process reserved for those who lack the ability to handle life issues effectively. While the concept of counseling is often misunderstood, the problem is exacerbated when attempting to introduce the idea of correctional counseling. Therefore, the primary goal of this chapter is to provide a working definition of correctional counseling that includes descriptions of how and when it is carried out. In order to understand the concept of correctional counseling, however, the two words that derive the concept must first be defined: “corrections” and “counseling.” In addition, a concerted effort is made to identify the myriad of legal and ethical issues that pertain to counselors working with offenders. It is very difficult to identify a single starting point for the counseling profession. In essence, there were various movements occurring simultaneously that later evolved into what we now describe as counseling. One of the earliest connections to the origins of counseling took place in Europe during the Middle Ages (Brown & Srebalus, 2003). The primary objective was assisting individuals with career choices. This type of counseling service is usually described by the concept of “guidance.” In the late 1800s Wilhelm Wundt and G. Stanley Hall created two of the first known psychological laboratories aimed at studying and treating individuals with psychological and e.
· Debates continue regarding what constitutes an appropriate rol.docxgerardkortney
· Debates continue regarding what constitutes an appropriate role for the judiciary. Some argue that federal judges have become too powerful and that judges “legislate from the bench.”
1. What does it mean for a judge to be an activist?
2. What does it mean for a judge to be a restrainist?
· Although conservatives had long complained about the activism of liberal justices and judges, in recent years conservative judges and justices have been likely to overturn precedents and question the power of elected institutions of government.
3. When is judicial activism appropriate? Explain.
· To defenders of the right to privacy, it is implicitly embodied in the Constitution in the First, Fourth, Fifth, Ninth, and Fourteenth Amendments. To opponents, it is judge-made law because there is no explicit reference to it under the Constitution. The right to privacy dates back to at least 1890, when Boston attorneys Samuel Warren and Louis Brandeis equated it with the right to be left alone from journalists who engaged in yellow journalism.
4. In short, do you believe a right to privacy exists in the federal Constitution. Why or why not?
.
More Related Content
Similar to ORIGINAL ARTICLESThe Relationship Between Facebook and the.docx
Quantitative report on internet addiction and loneliness.pdfLovelockGifts
The document summarizes research on the relationship between internet addiction and loneliness among college students. It finds that there is a positive correlation between internet addiction and loneliness, with a correlation value of 0.447. While loneliness and internet addiction are distinct issues, they can be both a cause and consequence of each other. Some individuals turn to excessive internet use to cope with feelings of loneliness, which can then further exacerbate social isolation.
This document summarizes research on the relationships between Facebook use, social capital, and self-esteem in young adults. The study found that greater Facebook use was associated with increased bridging social capital over time. Additionally, those with lower self-esteem benefited more from Facebook use in building social capital and relationships compared to those with higher self-esteem. While Facebook may provide psychological benefits, more research is still needed on its impacts across different groups and cultures.
This study explored the effect of social media on college student study habits. A survey of 10 college students found mixed results, with 50% agreeing they check social media while studying but only 40% finding social media useful for studying. Interviews of 2 additional students found social media is seen as a distraction from studying and they prefer studying in person. The conclusion is that for the students surveyed, social media does not significantly impact their study habits. However, the small sample size limits conclusions and more research is needed.
- Researchers investigated the relationship between Facebook usage and social skills, depressive symptoms, self-esteem, extraversion, and emotional stability in undergraduate students.
- They found that increased Facebook usage was correlated with impaired social skills and higher depressive symptoms, as well as lower self-esteem.
- Increased Facebook usage was also related to higher extraversion and lower emotional stability.
- The results suggest that excessive Facebook use could have negative impacts on well-being, and modifications to the platform may help reduce these effects, especially in younger people. Further research on other social media is warranted.
The relationship-between-facebooking-and-academic-achievement-finalRamosJessica2
The document discusses a study on the relationship between Facebook usage and academic achievement among grade 11 students. It provides background information on Facebook and discusses both the positive and negative impacts of Facebook usage that have been found in previous studies. The study aims to determine the Facebook usage behaviors and reasons for using Facebook among grade 11 students, as well as the impact of Facebook usage on their study hours and academic performance. A descriptive correlational research method was used to collect data through surveys. The results will help students, teachers, parents and future researchers understand the relationship between Facebook usage and academics.
The effects of social media on college studentsArina Fauzi
This document summarizes a research study on the effects of social media on college students. A survey was administered to 48 college students, collecting data on their social media usage habits and perceptions of how social media affects their studies. The results showed that Facebook was the most popular site, with students spending 6-8 hours per day on average checking social media. While social media allowed students to connect with others, 80% of respondents used social media while doing homework, which could increase distraction and negatively impact academic performance. The study concluded that most college students' social media usage affects their study efficiency and may lower grades.
This document discusses several studies that have examined the relationship between social media use and students' academic performance. Some key findings include:
1) Studies have found lower GPAs among heavy social media users, with Facebook users averaging a GPA of 3.0-3.5 compared to 3.5-4.0 for non-users.
2) Excessive time spent on social media is associated with less time spent studying, which can negatively impact grades.
3) However, some studies have found no correlation, suggesting social media may now be integrated into student life without harming academic performance.
4) The relationship between social media use and academic performance is complex with many possible influencing factors.
Social Media & Academic Acheivement- Group Research ProposalJennifer Pearson
This document presents a literature review and proposed research study on the influence of social media use on student grade point averages. The literature review summarizes previous studies that found negative correlations between increased social media use and lower GPAs. The proposed study aims to further examine this relationship through surveys of Kennesaw State University students measuring social media use frequency, time management skills, and GPAs. It hypothesizes that greater time management leads to higher GPAs than frequent social media use. The study methods, variables, and ethics are also outlined.
Dependency on social media and its effects on users (literature review) - Pre...Dr. Fiza Zia Ul Hannan
< Justification of studying social media >
As a whole, media has become an essential element in modern life. In days to come, its role will expand with the expansion of technology. This is an age of advanced digital communication (Abid Hussain, 2019).
Post-modernism has given rise to non-face-to-face interaction, i.e. online engagement. With incorporation of social media in our lifestyles, we are heading towards another era beyond Post-modernism (especially since an outburst of COVID-19).
Mainstream media, i.e. television, newspaper, its utilization and effects on consumers have been a point of focus for researchers in their scholarly debates and are well documented since half century. New media, particularly social networking sites (SNS), is relatively a new discipline and is being explored through various dimensions since its emergence.
This document summarizes research on the relationships between Facebook use, social capital, and self-esteem in young adults. The study found that greater Facebook use was associated with increases in bridging social capital over time. Additionally, students with lower self-esteem benefited more from Facebook use in building social capital than those with higher self-esteem, who may face fewer challenges in forming casual relationships. However, more research is needed to understand social capital gains across different cultures and age groups.
Personality and Social Media Related JealousyFelicia Goff
This study investigated links between personality, time spent on social media, and jealousy. Participants completed surveys on time spent on Facebook, jealousy levels from hypothetical posts, and personality (introversion/extraversion). Participants logged onto Facebook an average of 16 times per week for 8 minutes. Total time spent on Facebook positively correlated with jealousy levels. Introverts logged on more but for less time than extroverts. While extroverts reported higher jealousy, the difference compared to introverts was not statistically significant. The study was limited to Facebook use among college-aged adults.
The Facebook has become an essential part of almost every university students’ daily life, and while a large
number of students seem to get benefits from use of the Facebook by exchanging information for educational
goals, make friends, and other activities, the literature indicates that this social networking site can become
addictive to some university students’ users, which is one of the today’s higher education matters. The aim of this
study, therefore, is to explore the phenomenon of Facebook addiction among university students. Qualitative
study using interview is used to gather data from nine International postgraduates of Universiti Putra Malaysia
and the data established three themes (Compulsion to check Facebook, High frequency use, and Using Facebook
to avoid offline responsibility) relied on the participants interviews. The findings from these three themes
showed that these users considered their Facebook dependency, are known as salience, tolerance, and conflict.
These results also lead to the conclusion that like most activities, moderation and controlled use are key. So, the
best approach to preparing students for life in a knowledge-based society is to help them exercise self-control
and achieve a level of balance when using Facebook. It is believed that the findings of this study would help
other Facebook researchers by contributing to the limited academic literature in this area.
The study found that excessive use of social networks like Facebook can lead to psychological disorders and antisocial behaviors in teenagers. Teens who used technology daily were more likely to develop stomach pain, sleep problems, anxiety, and lower grades. However, the study also found that moderate social media use can develop "virtual empathy" and increase sympathy towards others in real life.
The document discusses the effects of social media on the academic performance of selected grade 9 students. It finds that students use social media mostly to keep in touch with people and to socialize. While social media helps with schoolwork like homework and projects, students who spend more than 3 hours on social media daily had lower academic performance. Facebook was the most visited site and students mostly used it for chatting and seeking information. While social media can positively impact schoolwork, excessive unrelated use is linked to lower grades. Managing social media use and prioritizing academics is recommended.
This document summarizes research on attitudes towards Facebook use among adults over 35. It finds that while older adults see benefits to staying connected via Facebook, they use it less frequently than younger groups and have some concerns about privacy and effects on social interaction. The researcher conducted surveys and interviews that found older adults are generally satisfied with Facebook for communication but view it more passively. They recognize negatives like oversharing and impacts on youth but feel Facebook allows easy connection to others. More research is still needed on older adults' social media use and attitudes.
Investigation of the Relationships Between Phubbing, Attachment Styles and So...AJHSSR Journal
ABSTRACT: This study was aimed to examine the relationships between phubbing, attachment styles and social
anxiety variables in adults; also, to examine the predictors of individuals' socio-demographic characteristics on the
variables of the study. The sample of the study consisted of 260 adult people. According to the first findings of the
study, there was a significant negative relationship between the the Adult Attachment Style (AASS) and the the
Liebowitz Social Anxiety (LSAS), a significant negative relationship between (AASS) and the Generic Scale of
Phubbing (GSP), and a positive relationship between (LSAS) and the (GSP) was found. Secondly, it was determined
that there was no significant difference between the socio-demographic characteristics of the phubbing variable, and
there was a significant difference in the purpose of using the smart phone and the duration of using the smart phone.
While the variable of attachment styles differs significantly according to gender. Finally, although the social anxiety
variable does not differ according to income level, age groups and duration of social media use, it has been found to
differ according to gender. According to the results of the regression analysis, it is concluded that simple linear
regression can be established by seeing that these equations support the assumption of normality.
KEYWORDS: Attachment Styles, Social Anxiety, Phubbing
The document discusses a study that aimed to determine the uses of Facebook and its effects on the lifestyle of senior high school students in Muertegui National High School. The study found that most students use Facebook to maintain social ties by communicating with existing friends online. However, Facebook had limited potential to fully impact students' lifestyles. While students enjoyed life more when using Facebook, few experienced crying spells. Additionally, female students had a significantly higher use of Facebook than male students, but there was no significant difference in perceived effects between genders. The study provides recommendations such as regulating phone use in school and organizing activities to reduce Facebook usage.
Can You See How Happy We Are? Facebook Images and Relationship SatisfactionÁmbar Núñez
1) The study examined whether relationship satisfaction and closeness were associated with posting profile pictures with a romantic partner on Facebook.
2) In Study 1, individuals who reported feeling more satisfied and close in their relationships were more likely to post dyadic profile pictures on Facebook over the past 6 months.
3) Study 2 was a longitudinal study that found greater relationship satisfaction and closeness at an initial time point predicted a greater tendency to post dyadic profile pictures over the course of a year.
4) Study 3 examined dating couples daily and found that on days individuals felt more satisfied in their relationship, they were more likely to share relationship information on Facebook.
The document summarizes a research proposal that examines the relationship between time spent on social networking sites (SNS) and interpersonal relationships. It outlines 3 hypotheses: 1) Increased SNS use leads to increased contact with friends, 2) Increased SNS contact only leads to more face-to-face contact with friends who have moved away, and 3) Increased importance placed on SNS directly correlates to effort to stay in touch with current and old friends. A survey was administered to college students and results supported hypotheses 1 and 3 but only partially supported 2, finding increased face-to-face contact was only for friends deemed of medium importance. The study had limitations due to its narrow demographic sample.
Similar to ORIGINAL ARTICLESThe Relationship Between Facebook and the.docx (20)
· Describe strategies to build rapport with inmates and offenders .docxgerardkortney
· Describe strategies to build rapport with inmates and offenders in a correctional treatment or supervision program.
· Describe the effect of group dynamics on facilitating programs.
· Describe techniques for establishing a therapeutic environment.
Generalist Case Management
Woodside and McClam
https://phoenix.vitalsource.com/books/9781483342047/pageid/44
https://phoenix.vitalsource.com/#/books/9781323128800
https://phoenix.vitalsource.com/#/books/9781483342047
https://phoenix.vitalsource.com/#/books/9781133795247
https://phoenix.vitalsource.com/#/books/1259760413
Use book and two outside sources.
At least 100 words per question
THANKS
1 The Role of the Correctional Counselor CHAPTER OBJECTIVES After reading this chapter, you will be able to: 1. Identify the functions and parameters of the counseling process. 2. Discuss the competing interests between security and counseling in the correctional counseling process. 3. Know common terms and concerns associated with custodial corrections. 4. Understand the role of the counselor as facilitator. 5. Identify the various personal characteristics associated with effective counselors. 6. Be aware of the impact that burnout can have on a counselor’s professional performance. 7. Identify the various means of training and supervision associated with counseling. PART ONE: A BRIEF INTRODUCTION TO COUNSELING AND CORRECTIONS There are many myths concerning the concept of counseling. Although the image of the counseling field has changed dramatically over the past two or three decades, much of society still views counseling and therapy as a mystic process reserved for those who lack the ability to handle life issues effectively. While the concept of counseling is often misunderstood, the problem is exacerbated when attempting to introduce the idea of correctional counseling. Therefore, the primary goal of this chapter is to provide a working definition of correctional counseling that includes descriptions of how and when it is carried out. In order to understand the concept of correctional counseling, however, the two words that derive the concept must first be defined: “corrections” and “counseling.” In addition, a concerted effort is made to identify the myriad of legal and ethical issues that pertain to counselors working with offenders. It is very difficult to identify a single starting point for the counseling profession. In essence, there were various movements occurring simultaneously that later evolved into what we now describe as counseling. One of the earliest connections to the origins of counseling took place in Europe during the Middle Ages (Brown & Srebalus, 2003). The primary objective was assisting individuals with career choices. This type of counseling service is usually described by the concept of “guidance.” In the late 1800s Wilhelm Wundt and G. Stanley Hall created two of the first known psychological laboratories aimed at studying and treating individuals with psychological and e.
· Debates continue regarding what constitutes an appropriate rol.docxgerardkortney
· Debates continue regarding what constitutes an appropriate role for the judiciary. Some argue that federal judges have become too powerful and that judges “legislate from the bench.”
1. What does it mean for a judge to be an activist?
2. What does it mean for a judge to be a restrainist?
· Although conservatives had long complained about the activism of liberal justices and judges, in recent years conservative judges and justices have been likely to overturn precedents and question the power of elected institutions of government.
3. When is judicial activism appropriate? Explain.
· To defenders of the right to privacy, it is implicitly embodied in the Constitution in the First, Fourth, Fifth, Ninth, and Fourteenth Amendments. To opponents, it is judge-made law because there is no explicit reference to it under the Constitution. The right to privacy dates back to at least 1890, when Boston attorneys Samuel Warren and Louis Brandeis equated it with the right to be left alone from journalists who engaged in yellow journalism.
4. In short, do you believe a right to privacy exists in the federal Constitution. Why or why not?
.
· Critical thinking paper · · · 1. A case study..docxgerardkortney
· Critical thinking paper
·
·
· 1.
A case study.
Deborah Shore, aged 45, works for a small corporation in the Research and Development department.
When she first became a member of the department 15 years ago, Deborah was an unusually creative and productive researcher; her efforts quickly resulted in raises and promotions within the department and earned her the respect of her colleagues. Now, Deborah finds herself less interested in doing research; she is no longer making creative contributions to her department, although she is making contributions to its administration.
She is still respected by the coworkers who have known her since she joined the firm, but not by her younger coworkers.
Analyze the case study from the psychoanalytic, learning, and contextual perspectives: how would a theorist from each perspective explain Deborah's development? Which perspective do you believe provides the most adequate explanation, and why?
2. Interview your mother (and grandmothers, if possible), asking about experiences with childbirth. Include your own experiences if you have had children. Write a paper summarizing these childbirth experiences and comparing them with the contemporary experiences described in the text.
3. Identify a "type" of parent (e.g., single parent, teenage parent, low-income parent, dual-career couple) who is most likely to be distressed because an infant has a "difficult" temperament. Explain why you believe that this type of parent would have particular problems with a difficult infant. Write an informational brochure for the selected type of parent. The brochure should include an explanation of temperament in general and of the difficult temperament in particular, and give suggestions for parents of difficult infants.
4. Plan an educational unit covering nutrition, health, and safety for use with preschoolers and kindergartners. Take into account young children's cognitive and linguistic characteristics. The project should include (1) an outline of the content of the unit; and (2) a description of how the content would be presented, given the intellectual abilities of preschoolers. For example, how long would each lesson be? What kinds of pictures or other audiovisual materials would be used? How would this content be integrated with the children's other activities in preschool or kindergarten?
5. Visit two day care centers and evaluate each center using the information from the text as a guide. Request a fee schedule from each center. Write a paper summarizing your evaluation of each center.
Note:
Unless you are an actual potential client of the center, contact the director beforehand to explain the actual purpose of the visit, obtain permission to visit, and schedule your visit so as to minimize disruption to the center's schedule.
6. Watch some children's television programs and advertising, examine some children's toys and their packaging, read some children's books, and listen to some children's recor.
· Coronel & Morris Chapter 7, Problems 1, 2 and 3
· Coronel & Morris Chapter 8, Problems 1 and 2
A People’s History of Modern Europe
“A fascinating journey across centuries towards the world as we experience it today. ... It is
the voice of the ordinary people, and women in particular, their ideas and actions, protests
and sufferings that have gone into the making of this alternative narrative.”
——Sobhanlal Datta Gupta, former Surendra Nath Banerjee
Professor of Political Science, University of Calcutta
“A history of Europe that doesn’t remove the Europeans. Here there are not only kings,
presidents and institutions but the pulse of the people and social organizations that shaped
Europe. A must-read.”
——Raquel Varela, Universidade Nova de Lisboa
“Lively and engaging. William A Pelz takes the reader through a thousand years of
European history from below. This is the not the story of lords, kings and rulers. It is the
story of the ordinary people of Europe and their struggles against those lords, kings and
rulers, from the Middle Ages to the present day. A fine introduction.”
——Francis King, editor, Socialist History
“This book is an exception to the rule that the winner takes all. It highlights the importance
of the commoners which often is only shown in the dark corners of mainstream history
books. From Hussites, Levellers and sans-culottes to the women who defended the Paris
Commune and the workers who occupied the shipyards during the Carnation revolution in
Portugal. The author gives them their deserved place in history just like Howard Zinn did
for the American people.”
——Sjaak van der Velden, International Institute of Social History, Amsterdam
“The author puts his focus on the lives and historical impact of those excluded from
power and wealth: peasants and serfs of the Middle Ages, workers during the Industrial
Revolution, women in a patriarchic order that transcended different eras. This focus not
only makes history relevant for contemporary debates on social justice, it also urges the
reader to develop a critical approach.”
——Ralf Hoffrogge, Ruhr-Universität Bochum
“An exciting story of generations of people struggling for better living conditions, and for
social and political rights. ... This story has to be considered now, when the very notions of
enlightenment, progress and social change are being questioned.”
——Boris Kagarlitsky, director of Institute for globalization studies and social
movements, Moscow, and author of From Empires to Imperialism
“A splendid antidote to the many European histories dominated by kings, businessmen
and generals. It should be on the shelves of both academics and activists ... A lively and
informative intellectual tour-de-force.”
——Marcel van der Linden, International Institute of Social History, Amsterdam
A People’s History
of Modern Europe
William A. Pelz
First published 2016 by Pluto Press
345 Archway Road, London N6 5AA
www.pluto.
· Complete the following problems from your textbook· Pages 378.docxgerardkortney
· Complete the following problems from your textbook:
· Pages 378–381: 10-1, 10-2, 10-16, and 10-20.
· Pages 443–444: 12-7 and 12-9.
· Page 469: 13-5.
· 10-1 How would each of the following scenarios affect a firm’s cost of debt, rd(1 − T); its cost of equity, rs; and its WACC? Indicate with a plus (+), a minus (−), or a zero (0) whether the factor would raise, lower, or have an indeterminate effect on the item in question. Assume for each answer that other things are held constant, even though in some instances this would probably not be true. Be prepared to justify your answer but recognize that several of the parts have no single correct answer. These questions are designed to stimulate thought and discussion.
Effect on
rd(1 − T)
rs
WACC
a. The corporate tax rate is lowered.
__
__
__
b. The Federal Reserve tightens credit.
__
__
__
c. The firm uses more debt; that is, it increases its debt ratio.
__
__
__
d. The dividend payout ratio is increased.
__
__
__
e. The firm doubles the amount of capital it raises during the year.
__
__
__
f. The firm expands into a risky new area.
__
__
__
g. The firm merges with another firm whose earnings are countercyclical both to those of the first firm and to the stock market.
__
__
__
h. The stock market falls drastically, and the firm’s stock price falls along with the rest.
__
__
__
i. Investors become more risk-averse.
__
__
__
j. The firm is an electric utility with a large investment in nuclear plants. Several states are considering a ban on nuclear power generation.
__
__
__
· 10-2 Assume that the risk-free rate increases, but the market risk premium
· 10-16COST OF COMMON EQUITY The Bouchard Company’s EPS was $6.50 in 2018, up from $4.42 in 2013. The company pays out 40% of its earnings as dividends, and its common stock sells for $36.00.
· a. Calculate the past growth rate in earnings. (Hint: This is a 5-year growth period.)
· b. The last dividend was D0 = 0.4($6.50) = $2.60. Calculate the next expected dividend, D1, assuming that the past growth rate continues.
· c. What is Bouchard’s cost of retained earnings, rs?
· 10-20WACC The following table gives Foust Company’s earnings per share for the last 10 years. The common stock, 7.8 million shares outstanding, is now (1/1/19) selling for $65.00 per share. The expected dividend at the end of the current year (12/31/19) is 55% of the 2018 EPS. Because investors expect past trends to continue, g may be based on the historical earnings growth rate. (Note that 9 years of growth are reflected in the 10 years of data.)
The current interest rate on new debt is 9%; Foust’s marginal tax rate is 40%, and its target capital structure is 40% debt and 60% equity.
· a. Calculate Foust’s after-tax cost of debt and common equity. Calculate the cost of equity as rs = D1/P0 + g.
· b. Find Foust’s WACC
· 12-7SCENARIO ANALYSIS Huang Industries is considering a proposed project whose estimated NPV is $12 million. This estimate assumes that economic conditions wi.
· Consider how different countries approach aging. As you consid.docxgerardkortney
· Consider how different countries approach aging. As you consider different countries, think about the following:
o Do older adults live with their children, or are they more likely to live in a nursing home?
o Are older adults seen as wise individuals to be respected and revered, or are they a burden to their family and to society?
· Next, select two different countries and compare and contrast their approaches to aging.
· Post and identify each of the countries you selected. Then, explain two similarities and two differences in how the countries approach aging. Be specific and provide examples. Use proper APA format and citation. LSW10
.
· Clarifying some things on the Revolution I am going to say som.docxgerardkortney
· Clarifying some things on the Revolution
I am going to say something, and I want you to hear me.
I am a scholar of the Revolution. That's the topic of my dissertation. Please believe me when I say that I know a lot about it.
I also happen to know--and this is well-supported by historians--that the Revolution was a civil war in which, for the first several years, Revolutionaries and Loyalists were evenly matched.
I will repeat that. Evenly matched. Loyalists were not merely too cowardly to fight, and they were not old fogies who hated the idea of freedom. Most had been in the Colonies for generations. Many of them took up arms for their King and their country. And when they lost, you confiscated their homes and they fled with the clothes on their back to Canada, England, and other places of the Empire. Both sides--both sides--committed unspeakable atrocities against civilians whom they disagreed with.
Now, a lot of you love to repeat some very fervent patriotic diatribe about how great the Revolution was. That's not history. That's propaganda. Know the difference.
History has shades of gray. History is complex and ambiguous. Washington, for instance, wore dentures made from the teeth of his slaves. Benjamin Franklin's son was the last royal governor of New Jersey. Did you know that the net tax rate for Americans--they always conveniently leave this out of the textbooks--was between 1.9 and 2.1%, depending on colony.? And that was if they had paid the extra taxes on tea and paper.
And, wait for it, people who support California independence use the same logic and arguments as they did in 1775. Did you know that the Los Angeles and Washington are only a few hundred miles closer than Boston and London? That many of the same issues, point by point, are repeating here in California? So put yourself in those shoes. How many of you would have sided with the Empire (whether American or British) based on the fact that you don't know how this will shake out? Would you call someone who supports Calexit a Patriot? Revolutionary? Nutcase? Who gets to own that word, anyway?
You can choose that you would have supported the revolutionaries--but think. Think about the other side. They matter, and their experiences got to be cleansed out of history to make you feel better about the way the revolutionaries behaved during the War. Acknowledge that they are there, and that their point of view has merit, even if you not agree with it.
· Clarifying Unit III's assignment
I have noticed a few consistent problems with the letter in the Unit III issue. Here are some pointers to make it better.
1. Read the clarifying note I wrote above. Note that the taxes aren't actually as high as you have been led to believe, but the point is that they should not be assigned at all without your consent.
2. Acknowledge that this is a debate, that a certain percentage are radicalized for independence, but there are is also a law-and-order group who find this horrific, and want .
· Chapter 9 – Review the section on Establishing a Security Cultur.docxgerardkortney
· Chapter 9 – Review the section on Establishing a Security Culture. Review the methods to reduce the chances of a cyber threat noted in the textbook. Research other peer-reviewed source and note additional methods to reduce cyber-attacks within an organization.
· Chapter 10 – Review the section on the IT leader in the digital transformation era. Note how IT professionals and especially leaders must transform their thinking to adapt to the constantly changing organizational climate. What are some methods or resources leaders can utilize to enhance their change attitude?
.
· Chapter 10 The Early Elementary Grades 1-3The primary grades.docxgerardkortney
· Chapter 10: The Early Elementary Grades: 1-3
The primary grades are grades 1-3.
Although educational reform has had an effect on all children, it is most apparent in the early elementary years. Reform and change comes from a number of sources and the chapter begins by reminding you of this. Let’s examine a few of these sources...
Diversity. There has been a rise in the number of racial and ethnic minority students enrolled in the nation's public schools; this number will (most likely) continue to rise. Teaching children from different cultures and backgrounds is an important piece to account for when planning curriculum.
Standards. Standards is a reason for reform. We've already looked at standards; these are something you must keep in mind when planning lessons.
Data-Driven Instruction may sound new, but it is not a new concept to you. We’ve done a great deal of discussing the outcomes of test-taking and assessments. You've probably all heard "teaching to the test."
Technology. Today’s students have had much experience with technology, therefore, it’s important to provide them with opportunities to learn with technology. It may take a while for you to be creative and think of ways to use it in your teaching (if you haven’ t been).
Health and Wellness. Obesity is a major concern in this country. Therefore, it is important to make sure that children have the opportunity to be active. Unfortunately, due to the pressure of academics, many schools have been taking physical education/activity time out of the curriculum.
Violence: One issue that I notice this new edition of the text has excluded is violence. However, I think that this topic is important; we need to keep children safe when they are at school. As a result of 9/11 (and, not to mention that many violent events have happened on school campuses in recent years), many school districts now have an emergency system in place that they can easily use if there is any type of incident in which the children’s safety is at risk.
WHAT ARE CHILDREN IN GRADES ONE TO THREE LIKE?
Your text explains that the best way to think of a child’s development during this time is: slow and steady. During this stage, there is not much difference between boys and girls when it comes to physical capabilities. Although it is always important to not stereotype based on one’s gender, it is especially important during these years. These children are also entering into their "tween" years, thus; being sensitive to the children's and parents' needs in regards to such changes is important.
It is important to remember that children in the primary grades are in the Concrete Operations Stage. This stage is children ages 7 to 12. The term operation refers to an action that can be carried out in thought as well as executed materially and that is mentally and physically reversible.
These children are at an age in which they can compare their abilities to their peers. And, therefore, children may develop learned helplessnes.
· Chap 2 and 3· what barriers are there in terms of the inter.docxgerardkortney
· Chap 2 and 3
· what barriers are there in terms of the interpersonal communication model?
Typically, communication breakdowns result from lack of understanding without clarification; often, there wasn't even an attempt at clarification. If barriers to interpersonal communication are not acknowledged and addressed, workplace productivity can suffer.
Language Differences
Interpersonal communication can go awry when the sender and receiver of the message speak a different language -- literally and figuratively. Not everyone in the workplace will understand slang, jargon, acronyms and industry terminology. Instead of seeking clarification, employees might guess at the meaning of the message and then act on mistaken assumptions. Also, misunderstandings may occur among workers who do not speak the same primary language. As a result, feelings may be hurt, based on misinterpretation of words or of body language.
Cultural Differences
Interpersonal communication may be adversely affected by lack of cultural understanding, mis-perception, bias and stereotypical beliefs. Workers may have limited skill or experience communicating with people from a different background. Many companies offer diversity training to help employees understand how to communicate more effectively across cultures and relate to those who may have different background experiences. Similarly, gender barriers can obstruct interpersonal communication if men and women are treated differently, and held to different standards, causing interpersonal conflicts in the workplace.
Personality Differences
Like any skill, some people are better at interpersonal communication than others. Personality traits also influence how well an individual interacts with subordinates, peers and supervisors. Extraversion can be an advantage when it comes to speaking out, sharing opinions and disseminating information. However, introverts may have the edge when it comes to listening, reflecting and remembering. Barriers to interpersonal communication may occur when employees lack self-awareness, sensitivity and flexibility. Such behavior undermines teamwork, which requires mutual respect, compromise and negotiation. Bullying, backstabbing and cut throat competition create a toxic workplace climate that will strain interpersonal relationships.
Generational Differences
Interpersonal communication can be complicated by generational differences in speech, dress, values, priorities and preferences. For instance, there may be a generational divide as to how team members prefer to communicate with one another. If younger workers sit in cubicles, using social networking as their primary channel of communication, it can alienate them from older workers who may prefer face-to-face communication. Broad generalizations and stereotypes can also cause interpersonal rifts when a worker from one generation feels superior to those who are younger or older. Biases against workers based on age can constitute a form of disc.
· Case Study 2 Improving E-Mail Marketing ResponseDue Week 8 an.docxgerardkortney
The document provides a case study and instructions for an assignment on improving the response rate of email marketing. Students are asked to: 1) conduct a design of experiment using the provided data to test cause-and-effect relationships, 2) determine an appropriate graphical display for the results and provide rationale, 3) recommend actions to increase email response rates with rationale, and 4) propose an overall strategy to develop a process model to increase response rates and obtain effective business processes with rationale. The assignment requires a 2-3 page paper following APA formatting guidelines.
· Briefly describe the technologies that are leading businesses in.docxgerardkortney
· Briefly describe the technologies that are leading businesses into the third wave of electronic commerce.
· In about 100 words, describe the function of the Internet Corporation for Assigned Names and Numbers. Include a discussion of the differences between gTLDs and sTLDs in your answer.
· In one or two paragraphs, describe how the Internet changed from a government research project into a technology for business users.
· In about 100 words, explain the difference between an extranet and an intranet. In your answer, describe when you might use a VPN in either.
· Define “channel conflict” and describe in one or two paragraphs how a company might deal with this issue.
· In two paragraphs, explain why a customer-centric Web site design is so important, yet is so difficult to accomplish.
· In about two paragraphs, distinguish between outsourcing and offshoring as they relate to business processes.
· In about 200 words, explain how the achieved trust level of a company’s communications using blogs and social media compare with similar communication efforts conducted using mass media and personal contact.
· Write a paragraph in which you distinguish between a virtual community and a social networking Web site
· Write two or three paragraphs in which you describe the role that culture plays in the development of a country’s laws and ethical standards.
QUESTION 1
Lakota peoples of the Great Plains are notably:
nomadic and followed the buffalo herds
Sedentary farmers, raising corn, northern beans, and potatoes
peaceful people who tried to live in harmony with neighboring tribes and the environment
religious and employed a variety of psychoactive plants during religious ceremonies
QUESTION 2
Tribal peoples of the Great Plains experienced greater ease at hunting and warfare after the introduction of:
Hotchkiss guns
smokeless gunpowder
horses
Intertribal powwows
all of the above
QUESTION 3
The Apaches and Navajos (Dine’) of the southwestern region of North America speak a language similar to their relatives of northern California and western Canada called:
Yuman
Uto-Aztecan
Tanoan
Athabaskan
Algonkian
QUESTION 4
The Navajo lived in six or eight-sided domed earth dwellings called:
wickiups
kivas
hogans
roadhouses
sweat lodge
QUESTION 5
Pueblo Indians, such as the Zuni and Hopi tribes, are descendants of the ancient people known as the:
Anasazi
Ashkenazi
Athabaskan
Aztecanotewa
Atlantean
2 points
QUESTION 6
1. Kachinas, or spirits of nature, were believed to:
Assist in the growth of crops and send rain
Help defend the Navajo against all foreign invaders
Provide medical assistance to the Hopi when doctors were not available
Combat evil spirits such as Skin-walkers or Diablitos
All of the above
2 points
QUESTION 7
1. The preferred dwellings among the Lakota Sioux were:
wickiups
adobe pueblos
pit houses
teepees
buffalo huts
2 points
QUESTION 8
1. Native Americansbenef.
· Assignment List· My Personality Theory Paper (Week Four)My.docxgerardkortney
· Assignment List
· My Personality Theory Paper (Week Four)
My Personality Theory Paper (Week Four)
DUE: May 31, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
May 4, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
My Personality Theory Paper
Instructions:
For this assignment, you will write a paper no less than 7 pages in length, not including required cover and Reference pages, describing a single personality theory from the course readings that best explains your own personality and life choices. You are free to select from among the several theories covered in the course to date but only one theory may be used.
Your task is to demonstrate your knowledge of the theory you choose via descriptions of its key concepts and use of them to explain how you developed your own personality. It is recommended that you revisit the material covered to date to refresh your knowledge of theory details. This is a "midterm" assignment and you should show in your work that you have studied and comprehended the first four weeks of course material. Your submission should be double-spaced with 1 inch margins on all sides of each page and should be free of spelling and grammar errors. It must include source crediting of any materials used in APA format, including source citations in the body of your paper and in a Reference list attached to the end. Easy to follow guides to APA formatting can be found on the tutorial section of the APUS Online Library.
Your paper will include three parts:
I. A brief description of the premise and key components of the theory you selected. You should be thorough and concise in this section and not spend the bulk of the paper detailing the theory, but rather just give enough of a summary of the key points so that an intelligent but uniformed reader would be able to understand its basics. If you pick a more complicated theory, you should expect explaining its premise and key components to take longer than explaining the same for one of the simpler theories but, in either case, focus on the basics and keep in mind that a paper that is almost all theory description and little use of the theory described to explain your own personality will receive a significant point deduction as will the reverse case of the paper being largely personal experience sharing with little linkage to clearly described key theory components.
II. A description of how your chosen theory explains your personality and life choices with supporting examples.
III. A description of the limitations of the theory in explaining your personality or anyone else’s.
NOTE: Although only your instructor will be reading your paper, you should still think about how much personal information you want to disclose. The purpose of this paper is not to get you to share private information, but rather to bring one .
· Assignment List
· Week 7 - Philosophical Essay
Week 7 - Philosophical Essay
DUE: Mar 22, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Feb 3, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
Objective: Students will write a Philosophical Essay for week 7 based on the course concepts.
Course Objectives: 2, 3, & 4
Task:
This 4 - 5 full page (not to exceed 6 pages) Philosophical Essay you will be writing due Week 7 is designed to be a thoughtful, reflective work. The 4 - 5 full pages does not include a cover page or a works cited page. It will be your premier writing assignment focused on the integration and assessment relating to the course concepts. Your paper should be written based on the outline you submitted during week 4 combined with your additional thoughts and instructor feedback. You will use at least three scholarly/reliable resources with matching in-text citations and a Works Cited page. All essays are double spaced, 12 New Times Roman font, paper title, along with all paragraphs indented five spaces.
Details:
You will pick one of the following topics only to do your paper on:
· According to Socrates, must one heed popular opinion about moral matters? Does Socrates accept the fairness of the laws under which he was tried and convicted? Would Socrates have been wrong to escape?
· Consider the following philosophical puzzle: “If a tree falls in the forest and there's no one around to hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem? And (2) how would John Locke answer it?
· Evaluate the movie, The Matrix, in terms of the philosophical issues raised with (1) skepticism and (2) the mind-body problem. Explain how the movie raises questions similar to those found in Plato’s and Descartes’ philosophy. Do not give a plot summary of the movie – focus on the philosophical issues raised in the movie as they relate to Plato and Descartes.
· Socrates asks Euthyphro, “Are morally good acts willed by God because they are morally good, or are they morally good because they are willed by God?” (1) How does this question relate to the Divine Command Theory of morality? (2) What are the philosophical implications associated with each option here?
· Explain (1) the process by which Descartes uses skepticism to refute skepticism, and (2) what first principle does this lead him to? (3) Explain why this project was important for Descartes to accomplish.
Your paper will be written at a college level with an introduction, body paragraphs, a conclusion, along with in-text citations/Works Cited page in MLA formatting. Students will follow MLA format as the sole citation and formatting style used in written assignments submitted as part of coursework to the Humanities Department. Remember - any resource that is listed on the Works Cited page must .
· Assignment 3 Creating a Compelling VisionLeaders today must be .docxgerardkortney
· Assignment 3: Creating a Compelling Vision
Leaders today must be able to create a compelling vision for the organization. They also must be able to create an aligned strategy and then execute it. Visions have two parts, the envisioned future and the core values that support that vision of the future. The ability to create a compelling vision is the primary distinction between leadership and management. Leaders need to create a vision that will frame the decisions and behavior of the organization and keep it focused on the future while also delivering on the short-term goals.
To learn more about organizational vision statements, do an Internet search and review various vision statements.
In this assignment, you will consider yourself as a leader of an organization and write a vision statement and supporting values statement.
Select an organization of choice. This could be an organization that you are familiar with, or a fictitious organization. Then, respond to the following:
· Provide the name and description of the organization. In the description, be sure to include the purpose of the organization, the products or services it provides, and the description of its customer base.
· Describe the core values of the organization. Why are these specific values important to the organization?
· Describe the benefits and purpose for an organizational vision statement.
· Develop a vision statement for this organization. When developing a vision statement, be mindful of the module readings and lecture materials.
· In the vision statement, be sure to communicate the future goals and aspirations of the organization.
· Once you have developed the vision statement, describe how you would communicate the statement to the organizational stakeholders, that is, the owners, employees, vendors, and customers.
· How would you incorporate the communication of the vision into the new employee on-boarding and ongoing training?
Write your response in approximately 3–5 pages in Microsoft Word. Apply APA standards to citation of sources.
Use the following file naming convention: LastnameFirstInitial_M1_A3.doc. For example, if your name is John Smith, your document will be named SmithJ_M1_A3.doc.
By the due date assigned, deliver your assignment to the Submissions Area.
Assignment 3 Grading Criteria
Maximum Points
Chose and described the organization. The description included the purpose of the organization, the products or services the organization provides, and the description of its customer base.
16
Developed a vision statement for the organization. Ensured to accurately communicate the goals and aspirations of the organization in the vision statement.
24
Ensured that the incorporation and communication strategy for the vision statement is clear, detailed, well thought out and realistic.
28
Evaluated and explained which values are most important to the organization.
24
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate r.
· Assignment 4
· Week 4 – Assignment: Explain Theoretical Perspectives for Real-life Scenarios
Assignment
Updated
Top of Form
Bottom of Form
For each of the following three scenarios, use a chart format to assess how each traditional theoretical perspective would best explain the situation that a social worker would need to address. You may create your charts in Word or another software program of your choice. An example chart follows the three scenarios.
Scenario 1
You are a hospital social worker who is working with a family whose older adult relative is in end-stage renal failure. There are no advanced directives and the family is conflicted over what the next steps should be.
Scenario 2
You are a caseworker in a drug court. Your client has had three consecutive dirty urine analyses. She is unemployed and has violated her probation order.
Scenario 3
You are a school social worker. A teacher sends her 9-year-old student to you because he reports that he has not eaten in 2 days and there are no adults at home to take care of him.
Chart Example:
Your client, an 11-year-old girl, was removed from home because of parental substance abuse. She is acting out in her foster home, disobeying her foster parents and not following their rules.
Theory
Explanation for Scenario – please respond to the questions below in your explanation
Systems Theory
What systems need to be developed or put in place to support the child? Would Child Protective Services need to become involved? What other systems would support her and a successful outcome for being in foster care?
Generalist Theory
What is the best intervention or therapy to use based on this child’s situation? Given her circumstances, how could you best improve her functioning?
Behavioral Theory
What behaviors are being reinforced? What behaviors are being ignored or punished? What would you suggest to maintain this placement? Would this involve working with the foster parents?
Cognitive Theory
How would you help your client to examine her thinking, emotions, and behavior? What would this entail from a cognitive developmental framework?
Support your assignment with a minimum of three resources.
Length: 3 charts, not including title and reference pages
Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards where appropriate. Be sure to adhere to Northcentral University's Academic Integrity Policy.
Assignement 3
State the function of each of the following musculoskeletal system structures: Describe the structures of the musculoskeletal system.
Skeletal muscle
Tendons
Ligaments
Bone
Cartilage
Describe each of the following types of joints:
Ball-and-socket
Hinge
Pivot
Gliding
Saddle
Condyloid
Newspaper Rubric
CATEGORY
4
3
2
1
Headline & Byline & images
16 points
Article has a .
· Assignment 2 Leader ProfileMany argue that the single largest v.docxgerardkortney
· Assignment 2: Leader Profile
Many argue that the single largest variable in organizational success is leadership. Effective leadership can transform an organization and create a positive environment for all stakeholders. In this assignment, you will have the chance to evaluate a leader and identify what makes him/her effective.
Consider all the leaders who have affected your life in some way. Think of people with whom you work—community leaders, a family member, or anyone who has had a direct impact on you.
· Choose one leader you consider to be effective. This can be a leader you are personally aware of, or someone you don’t know, but have observed to be an effective leader. Write a paper addressing the following:
· Explain how this leader has influenced you and why you think he or she is effective.
· Analyze what characteristics or qualities this person possesses that affected you most.
· Rate this leader by using a leadership scorecard. This can be a developed scorecard, or one you develop yourself. If you use a developed scorecard, please be sure to cite the sources of the scorecard. Once you have identified your scorecard, rate your leader. You decide what scores to include (for example, scale of 1–5, 5 being the highest) but be sure to assess the leader holistically across the critical leadership competencies you feel are most important (for example, visioning, empowering, strategy development and communication).
· Critique this individual’s skills against what you have learned about leadership so far in this course. Consider the following:
· How well does he/she meet the practices covered in your required readings?
· How well has he/she adapted to the challenges facing leaders today?
· If you could recommend changes to his/her leadership approach, philosophy, and style, what would you suggest? Why?
· Using the assigned readings, the Argosy University online library resources, and the Internet including general organizational sources like the Wall Street Journal, BusinessWeek, or Harvard Business Review, build a leadership profile of the leader you selected. Include information from personal experiences as well as general postings on the selected leader from Internet sources such as blogs. Be sure to include 2–3 additional resources not already included in the required readings in support of your leadership profile.
Write a 3–5-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A2.doc.
By the due date assigned, deliver your assignment to the Submissions Area.
Assignment 2 Grading Criteria
Maximum Points
Explained how this leader has been influential and why you think the leader is effective showing analysis of the leader’s characteristics or qualities.
16
Analyzed the characteristics or qualities the leader possesses that have affected you most..
16
Rated your leader using a leadership scorecard and supported your rationale for your rating.
32
Criti.
· Assignment 1 Diversity Issues in Treating AddictionThe comple.docxgerardkortney
· Assignment 1: Diversity Issues in Treating Addiction
The complexities of working with diverse populations in treating disorders, such as addictions, require special considerations. Some approaches work better with some populations than with others. For example, Alcoholics Anonymous (AA) programs are spiritually based and focus on a higher power. Some populations have difficulty with these concepts and are averse to participating in such groups.
Select a population—for example, African Americans; Native Americans; or lesbians, gays, or bisexual individuals. Research your topic by using articles from the supplemental readings for this course or from other resources such as the Web, texts, experience, or other journal articles related to diversity issues and addictions.
Write a three- to five-page paper discussing the following:
· Some specific considerations for working with your chosen population in the area of addiction treatment
· Whether your research indicates that 12-step groups work with this population
· Any special problems associated with this population that make acknowledging the addiction and seeking treatment more difficult
· Any language or other barriers that this population faces when seeking treatment
Prepare your paper in Microsoft Word document format. Name your file M4_A1_LastName_Research.doc, and submit it to the Submissions Area by the due date assigned Follow APA guidelines for writing and citing text.
Assignment 1 Grading Criteria
Maximum Points
Discussed some specific considerations for working with your chosen population in the area of addiction.
8
Discussed whether your research indicates that 12-step groups work with your chosen population.
8
Discussed any special problems associated with this population that make acknowledging the addiction and seeking treatment more difficult .
8
Discussed any language or other barriers that this population faces when seeking treatment.
8
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.
4
Total:
36
· M4 Assignment 2 Discussion
Discussion Topic
Top of Form
Due February 9 at 11:59 PM
Bottom of Form
Assignment 2: Discussion Questions
Your facilitator will guide you in the selection of two of the three discussion questions. Submit your responses to these questions to the appropriate Discussion Area by the due date assigned. Through the end of the module, comment on the responses of others.
All written assignments and responses should follow APA rules for attributing sources.
You will be attempting two discussion questions in this module; each worth 28 points. The total number of points that can be earned for this assignment is 56.
Minority Groups
Many minority groups experience stress secondary to their social surroundings. For example, a family living in poverty may face frequent violence. Limited income makes meeting the day-to-day need.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
ORIGINAL ARTICLESThe Relationship Between Facebook and the.docx
1. ORIGINAL ARTICLES
The Relationship Between Facebook and the Well-Being
of Undergraduate College Students
Maria Kalpidou, Ph.D., Dan Costin, M.A., and Jessica Morris,
B.A.
Abstract
We investigated how Facebook use and attitudes relate to self-
esteem and college adjustment, and expected to
find a positive relationship between Facebook and social
adjustment, and a negative relationship between
Facebook, self-esteem, and emotional adjustment. We examined
these relationships in first-year and upper-class
students and expected to find differences between the groups.
Seventy undergraduate students completed
Facebook measures (time, number of friends, emotional and
social connection to Facebook), the Rosenberg Self-
Esteem Scale, and the Student Adaptation to College Scale.
First-year students had a stronger emotional con-
nection to and spent more time on Facebook while they reported
fewer friends than upper-class students did.
The groups did not differ in the adjustment scores. The number
of Facebook friends potentially hinders academic
adjustment, and spending a lot of time on Facebook is related to
low self-esteem. The number of Facebook
friends was negatively associated with emotional and academic
adjustment among first-year students but
positively related to social adjustment and attachment to
institution among upper-class students. The results
2. suggest that the relationship becomes positive later in college
life when students use Facebook effectively to
connect socially with their peers. Lastly, the number of
Facebook friends and not the time spent on Facebook
predicted college adjustment, suggesting the value of studying
further the notion of Facebook friends.
Introduction
In recent years, online social-networking sites haveachieved
notable popularity among college students. The
creation of Facebook, in 2004, has revolutionized social be-
haviors and networking practices among college students.
Facebook allows a user to create a profile, display personal
information, upload pictures, access other users’ profiles, ac-
cumulate online friends, and interact with those friends
through messages, gifts, and other applications. In the litera-
ture, the average amount of time spent on Facebook ranges
from 30 minutes1 to over 2 hours daily.2,3 While it appears that
Facebook is the preferred approach to networking among
college students, there has been little research on its rela-
tionship with psychological well-being.
Past research has extensively examined the effects of gen-
eral Internet use on social well-being. Initial studies con-
cluded that greater Internet use led to a decline in family
communication, and local and distant network size.4 Based
on the results of the HomeNet project,4 participants who
spent a significant amount of time on the Internet reported
higher levels of loneliness and a greater number of daily
stresses than people who did not use the Internet as much.
Moreover, greater Internet use has been associated with a
higher likelihood of depression. However, in a follow-up
study, Kraut et al. reported that the negative effects dissi-
pated, and the researchers pointed instead to the effects of
3. personality traits. Introverted individuals using the Inter-
net experienced decreased community involvement and in-
creased loneliness, while extroverts using the Internet
showed increased community involvement and decreased
loneliness.5
The relationship between Internet use and loneliness was
examined by other researchers too. Moody6 reported that
high levels of Internet use (i.e., time) were associated with low
levels of social loneliness (i.e., more social networking) and
higher levels of emotional loneliness (i.e., lack of intimate
relationships), suggesting that online interactions fail to sat-
isfy one’s need for emotional connections in social inter-
actions. More recently, Ceyhan and Ceyhan7 reported that
loneliness and depression predicted problematic use of the
Internet, as measured by a scale designed by the authors. To
explain the link between loneliness and Internet use, Caplan8
explored the mediating effect of social anxiety. Indeed,
Caplan supported that social anxiety confounded the rela-
tionship between Internet use and loneliness and was directly
related to negative effects from Internet use.8 Finally, another
variable that seems to moderate the effects of the Internet is
This research was presented as a poster in the Annual
Convention of the American Psychological Association in
Boston, 2008.
Psychology Department, Assumption College, Worcester,
Massachusetts.
CYBERPSYCHOLOGY, BEHAVIOR, AND SOCIAL
NETWORKING
Volume 14, Number 4, 2011
ª Mary Ann Liebert, Inc.
DOI: 10.1089/cyber.2010.0061
4. 183
how the Internet is used. Non-communicative use of the In-
ternet was shown to influence psychological well-being
negatively (i.e., loneliness, depression) because it reduced
social integration. Internet use driven by communicative use
was positively correlated with psychological well-being be-
cause of increased community and social involvement.9
The results from the above studies investigating Internet
use and its relation to well-being are somewhat contradic-
tory. The studies indicating negative effects support the
displacement hypothesis, according to which the Internet
takes time away from social activity and thus displaces so-
cial ties. This in turn hinders well-being.4 Other studies in-
dicate that the effects of the Internet vary according to
personality and Internet-use functions. In fact, the Internet
can even enhance the well-being of people who are extro-
verts or use Internet for communicative purposes. These
results support the stimulation hypothesis, based on which
the Internet enhances social interactions and thus contrib-
utes positively to well-being.10
More recently, there has been an increasing interest
in studying the use and effects of Facebook. Ellison et al.1
found that Facebook use was related to bridging, bonding,
and maintaining social capital, which refers to resources ob-
tained through relationships such as emotional satisfaction
and access to information. On average, college students had
between 150 and 200 Facebook friends and generally used the
Web site to communicate with others with whom they shared
an offline connection. This indicated that students primarily
used Facebook to maintain previously established social
5. capital, rather than developing new networks through online
networking. Most users named their high school in their
profile and preserved ties with old friends and acquaintances,
even as they moved into a new social setting.1
Other studies, too, have supported the notion that Face-
book is used primarily for social connections.2,3,11 For exam-
ple, Sheldon reported that students used Facebook to
maintain relationships with people they already knew.
However, participants also used Facebook out of boredom or
in response to computer-mediated communication (e.g.,
a wall posting, message, bumper sticker, etc.) initiated by
someone else. Only a small number of students used Face-
book to meet new people.3 Pempek et al. confirmed the above
findings and added that college students also used Facebook
to communicate information about their identity such as their
political and religious beliefs.11 Facebook has also been
viewed as the ‘‘social glue’’ that assists students to become
accustomed to college life.12 Finally, in a longitudinal study,
Steinfield et al. found out that the intensity of Facebook use
among college students predicted social capital a year later.13
It appears, therefore, that Facebook fulfills its role as it was
intended by its creators: to support social networks. While the
above studies provide strong support for the stimulation
hypothesis, research also shows that the ability to use Face-
book to build social connections is influenced by personality
traits. For example, Sheldon found that socially anxious in-
dividuals tended to pass more time on Facebook but reported
fewer Facebook friends.3 In contrast, extraverted individuals
had more Facebook friends and initiated more relationships
online than introverted participants did. In the same line of
research, Orr et al. examined the effects of shyness on Face-
book use among college students and confirmed Sheldon’s
findings.3 Shy individuals spent more time on Facebook and
6. expressed favorable attitudes toward Facebook but had few
Facebook friends.14
While personality traits potentially influence how people
use Facebook and consequently the social benefits they can
reap from that use, it is still unclear how Facebook use and
attitudes relate to psychological well-being. Ellison et al.1
found that students with low self-esteem and low life satis-
faction benefited from Facebook use, as it allowed them to
improve their social capital. Altogether the findings suggest
that Facebook users may fulfill their social needs, but it is not
clear whether they can fulfill their emotional needs. It is pos-
sible that while Facebook stimulates social interaction, it also
displaces time from establishing emotionally gratifying rela-
tionships. These results somewhat parallel the results of the
relationship between general Internet use and well-being.6–8
In this study, we investigated further the relationship
between Facebook and psychological well-being. We fo-
cused on undergraduate college students because although
Facebook is now available to other age groups, the current
literature is primarily based on studies utilizing the un-
dergraduate population. We aimed to generate findings
that would bear relevance to and expand current knowl-
edge. We examined how Facebook use and attitudes to-
ward Facebook related not only to their self-esteem but to
variables that measure social, emotional, and academic
adjustment to college, as well attachment to the institution.
Because people with low self-esteem seem to benefit from
Facebook,1 we expected to find a negative correlation be-
tween Facebook use and self-esteem, thinking that these
users have a greater motivation to use Facebook. If Face-
book use, like Internet use, is not related positively to
emotional fulfillment, then there should be a negative
correlation between Facebook variables and emotional
7. adjustment to college. Because there is strong evidence that
Facebook supports social networks, we expected a positive
correlation between social adjustment and Facebook vari-
ables. We did not make any prediction for the relationship
between academic adjustment, attachment to institution,
and Facebook variables. Finally, we explored whether these
relationships differed among first-year and upper-class
students. We expected to find differences among the groups
because first-year students are in the process of developing
a social network in their new environment, whereas upper-
class students should have an established social network
already. Based on the same rationale, we also expected that
the groups would be different in Facebook use and atti-
tudes. Exploring these differences would allow us to un-
derstand better how Facebook variables relate to well-being
variables in each group. In sum, we formulated the fol-
lowing research hypotheses:
There is a relationship between Facebook and well-being
variables that follows these trends:
H1a: There is a negative relationship between Facebook var-
iables, self-esteem, and emotional adjustment to college.
H1b: There is a positive relationship between Facebook var-
iables and social adjustment to college.
H1c: Facebook variables will predict different types of ad-
justment in each group.
H2: First-year and upper-class students differ in Facebook use
and attitudes.
184 KALPIDOU ET AL.
8. Method
Participants
Participants were 70 undergraduate college students
(Mage¼19.61). A total of 35 were first-year (Mage¼18.31) and
35 (Mage¼20.91) were upper-class students (junior and se-
nior students). The participants were recruited from multi-
discipline introductory and upper-level classes at a small,
Catholic, liberal arts institution in the Northeast. Most of the
participants were female (67%). We collected data in the
middle of the fall and spring semester, and excluded sopho-
mores because spring-semester sophomores would be too
close to fall-semester juniors, thereby decreasing the age gap
between the groups.
The majority of the participants (89.6%) reported being
Caucasian/non-Hispanic (2.9% African-American, 5.8% His-
panic, 1.4% Other). When asked to describe their socioeco-
nomic background (SES) by filling in a blank, 9.7% identified
themselves as being low class, 69.4% as middle class, 16.1% as
upper middle class, and 4.8% as upper class. Based on statis-
tical analyses, the groups of first-year and upper-class students
did not differ in any of the demographic characteristics of age,
gender, ethnic background, and SES. Students might have
been offered extra course credit for their participation.
Measures
Through self-reported measures, we assessed demo-
graphic information (age, gender, SES, ethnicity, year in col-
lege), Facebook usage and attitudes, and psychological well-
being (i.e., self-esteem and adjustment to college).
Facebook measures. We used three measures of Face-
9. book usage from Ellison et al. The Facebook Intensity Scale
(FIS)1 measures time spent on Facebook (1¼ ‘‘less than 10
minutes,’’ 2¼ ‘‘10–30 minutes,’’ 3¼ ‘‘31–60 minutes,’’ 4¼
‘‘1–2
hours,’’ 5¼ ‘‘2–3 hours,’’ 6¼ ‘‘more than 3 hours’’), number of
Facebook friends (1¼ ‘‘10 or fewer,’’ 2¼ ‘‘11–50’’, 3¼ ‘‘51–
100,’’ 4¼ ‘‘101–150,’’ 5¼ ‘‘151–200,’’ 6¼ ‘‘201–250,’’ 7¼
‘‘251–
300,’’ 8¼ ‘‘301–400,’’ 9¼ ‘‘more than 400’’), and includes six
statements that measure participants’ attitudes toward Face-
book (e.g., ‘‘I am proud to tell people I am on Facebook’’).
These statements were rated on a 5-point scale (1¼ ‘‘strongly
disagree,’’ 5¼ ‘‘strongly agree’’). Ellison et al. standardized
the first two items before averaging the scores to create a
Facebook Intensity score. Because, we were interested in
finding group differences in Facebook friends and time spent
on Facebook, we treated these variables separately. However,
we averaged the scores from the six attitudinal items that
reflect an emotional connection to Facebook (e.g., ‘‘I am
proud to tell people I am on Facebook’’) and created the
variable ‘‘emotional connection’’ (a¼0.89). The second mea-
sure we used from Ellison et al. is a 5-statement scale that
accesses how Facebook is used to make new connections or to
maintain existing offline connections (e.g., ‘‘I use Facebook to
check out someone I have met socially’’). The statements were
rated on a 5-point scale (1¼ ‘‘strongly disagree,’’ 5¼ ‘‘strongly
agree’’). We averaged these items and created the variable
‘‘social connection’’ to Facebook (a¼0.70).
Finally, using Ellison et al.’s scale of Elements in Profile as a
model, we created a list of available profile features and
asked the participants to check all of the elements they used
to create their profile. Ellison et al. used only the salient fea-
tures such as relationship status. Because we were interested
in differences between the groups and wanted to explore
10. more areas in which we could find such differences, we used
all available profile features. Unlike Ellison et al, we did not
ask for the participants’ perceptions of who viewed their
profile because we did not view this variable relevant to our
study. Finally, as part of the Facebook measures, we asked
how many friends the participants had offline and specifi-
cally on campus.
Rosenberg’s Self-Esteem Scale. We used the Rosenberg
Self-Esteem Scale to measure self-esteem.15 This Likert-type
scale consists of 10 items (e.g., ‘‘I feel that I am a person of
worth, at least on an equal plane with others’’). The items
were rated on a 4-point scale. Rosenberg assigned the value of
0 as the lowest rating and then summed the scores. Because
we used average scores in all of our measures, we needed to
avoid 0 values and we therefore assigned the value of 1 as the
lowest rating (i.e., 1¼ ‘‘strongly disagree,’’ 2¼ ‘‘disagree,’’
3¼ ‘‘agree,’’ 4¼ ‘‘strongly agree’’). The ratings of five items
were reversed so that higher scores reflected high self-esteem
in all statements (e.g., ‘‘All in all, I am inclined to feel that I
am
a failure’’). The Rosenberg scale has been used frequently in
research, and has high reliability and test–retest correlations
ranging from 0.82 to 0.88.14 The Cronbach’s alpha in this
study was 0.80.
Student Adaptation to College Questionnaire. We used
the Student Adaptation to College Questionnaire (SACQ) to
measure adjustment to college.16 This is a 67-item inventory
that is divided into four subscales: academic adjustment,
social adjustment, personal-emotional adjustment, and in-
stitutional attachment. The academic adjustment subscale
measures a student’s ability to cope with the educational
demands of college (e.g., ‘‘I have been keeping up to date on
my academic work’’). The social adjustment subscale refers to
one’s capacity to cope with societal demands (e.g., ‘‘I feel that
11. I fit in well as part of the college environment’’). The personal-
emotional subscale quantifies a general sense of how a stu-
dent feels physically and psychologically (e.g., ‘‘I have been
feeling tense or nervous lately’’). The attachment subscale
refers to a student’s satisfaction with the institution attended
(e.g., ‘‘I wish I were at another college or university’’). The
participants responded to each item on a 9-point scale, rang-
ing from ‘‘applies very closely to me’’ to ‘‘does not apply to
me
at all.’’ There were 34 negatively focused items, with point
values ranging from 1 to 9, and 33 positively keyed items with
point values ranging from 9 to 1. Scores were tallied com-
prehensively and by subscale, with higher scores indicating
better levels of adjustment. The scale has been used in coun-
seling as a diagnostic tool, as well as in basic research with
high reliability and validity.15
Procedure
We collected data in the middle of the fall and spring se-
mesters for a period of 2 weeks. Participants met in a quiet
classroom at 7:00 PM and individually received the ques-
tionnaire packet. There were no more than 10 participants at a
time in the room. Participants were given as much time as
was necessary to complete all questions.
FACEBOOK AND WELL-BEING 185
Results
Descriptive analyses indicated that the average user spent
60–120 minutes on Facebook every day and reported having
200–250 Facebook friends. Users tended to complete all of the
available options to create a Facebook profile. The most
12. popular features included items that describe users’ rela-
tionship status (first year [FY]: 82.9%; upper class [UC]:
82.9%), educational information (FY: 94.3%; UC: 82.9%), in-
terests (FY: 71.4%; UC: 80%), favorite music (FY: 71.4%; UC:
62.9%), and activities (FY:71.4% ; UC: 80%), as well as per-
sonal pictures (FY: 91.4%; UC: 88.6%). Few participants re-
ported their phone number (FY: 14.3%; UC: 20) or home
address (FY: 5.7%; UC: 2.9%), or uploaded personal videos on
Facebook (FY: 17.1%; UC: 11.4%). Other least favorable items
were the ones that describe political (FY: 17.1%; UC: 28.6%)
and religious views (FY: 20%; UC: 22.9%). The rest of the
results are organized in relation to the research hypotheses.
Hypotheses 1a–c
We expected a relationship between Facebook variables
(Facebook time, number of Facebook friends, emotional
connection, and social connection) and well-being as mea-
sured by self-esteem and college adjustment variables. In
order to address the research hypotheses, we conducted
correlational analyses between the variables of interest. In
support of H1a, we found a negative correlation between
minutes spent on Facebook and self-esteem, r(70)¼�0.26,
p < 0.05, suggesting that spending a lot of time on Facebook is
associated with low self-esteem (f 2¼0.07). There was also a
negative correlation between number of Facebook friends
and academic college adjustment, r(70)¼�0.27, p < 0.05, in-
dicating that those with many Facebook friends had low ac-
ademic adjustment scores (f 2¼0.11). Finally, none of the
correlations between emotional and social connection to Fa-
cebook and well-being variables were significant. We were
not able to support H1b, according to which we expected a
positive relationship between the Facebook variables and
social adjustment in college.
Next, we conducted correlational analyses between Face-
13. book and well-being variables in each age group beginning
with the first-year group. As shown in Table 1, there were
significant negative correlations between the number of Fa-
cebook friends and emotional, r(35)¼�0.35, p < 0.05,
f 2¼0.14, and academic adjustment, r(35)¼�0.36, p < 0.05,
f 2¼0.15, suggesting that first-year students with many
Facebook friends did not fare well personally (H1a) and ac-
ademically. The negative correlation between the number of
Facebook friends and total college adjustment approached
significance, r(35)¼�0.32, p¼0.056. For the upper-class
students, there were significant positive correlations between
having many Facebook friends and social adjustment,
r(35)¼0.52, p < 0.001, f 2¼0.37, and attachment with the in-
stitution, r(35)¼0.37, p < 0.05, f 2¼0.15. Upper-class students
who reported having many friends on Facebook appeared to
be well-adjusted socially (H1b) and strongly connected with
their college. The negative correlation between self-esteem
and time spent on Facebook approached significance,
r(35)¼�0.31, p¼0.07.
Interestingly, time spent on Facebook was not correlated
with any of the well-being variables for first-year and upper-
class students. To support further the predictive value of
Facebook friends as compared to time spent on Facebook, we
conducted stepwise multiple regression analyses with both of
these variables as the independent factors. The dependent
variables were the adjustment variables that correlated with
the independent variables. As shown in Table 2 and 3, only
Facebook Friends was a significant predictor. The number of
Facebook friends explained 12% of the variance in emotional
adjustment and 13% of the variance in academic adjustment
of first-year students. Similarly, the number of Facebook
friends predicted 14% of the variance in attachment to insti-
tution and 28.6% of the variance in social adjustment of the
upper-class students. These results clearly demonstrate that
14. Facebook predicts different types of adjustment in the two
groups (H1c).
Next, we examined how the emotional and social connec-
tion to Facebook was related to well-being in each group.
There was a negative correlation between emotional con-
nection and self-esteem for the upper-class students,
r(35)¼�0.39, p < 0.05, f 2¼0.18, indicating that those with a
strong emotional connection to Facebook tended to report
lower self-esteem (H1a). In addition, there was a significant
positive correlation between the social connection to Face-
book and emotional, r(35)¼0.42, p < 0.05, f 2¼0.21, and total
adjustment to college, r(33)¼0.34, p < 0.05, f 2¼0.13. Upper-
class students who used Facebook to connect socially with
other people also had higher emotional adjustment scores, as
well as total adjustment scores (Table 4) None of the rela-
tionships were significant in the first-year group.
Finally, we addressed whether the groups differed in ad-
justment scores, to rule out the possibility that the different
relationship between Facebook and well-being variables in
the groups was driven primarily by differences in adjustment
Table 1. Correlations Between Facebook Use
and Well-Being Variables (n
FY
¼35, n
UC
¼35)
Facebook friends Facebook time
FY UC FY UC
15. Self-esteem �0.29 �0.04 �0.09 �0.31
Emotional adjustment �0.35* 0.03 �0.06 �0.02
Academic adjustment �0.36* �0.15 �0.04 0.07
Social adjustment �0.19 0.52*** �0.10 0.24
Attachment of institution �0.15 0.37* �0.17 0.17
Total adjustment �0.32 0.10 �0.11 0.08
FY, first-year students; UC, upper-class students. *p < 0.05;
***p < 0.001.
Table 2. Facebook Variables Predicting College
Adjustment of First-Year Students (n¼35)
Emotional
adjustment
Academic
adjustment
Variable B SE B b B SE B b
Facebook
friends
�0.172 0.08 �0.35* �0.14 0.5 �0.36*
Facebook
time
0.006 0.14 0.007 0.02 0.11 0.03
*p < 0.05.
186 KALPIDOU ET AL.
16. scores. We therefore compared the groups in self-esteem and
college adjustment variables using a multivariate analysis of
variance, and although the overall test was significant, F(63,
6)¼2.60, p < 0.05, none of the univariate tests yielded sig-
nificant results.
Hypothesis 2
We explored any differences between first-year and upper-
class students in Facebook profiles, use, and attitudes toward
Facebook. The two groups were very similar in the infor-
mation they provided in their profiles. Analyses of variance
showed that the groups were not different in the number of
offline friends on campus, F(68, 1)¼0.54, p > 0.05, MFY¼32,
MUC¼31, but first-year students reported having signifi-
cantly more friends from home, F(68, 1)¼6.60, p < 0.05,
MFY¼41, MUC¼23. Using a one-way analysis of variance,
we then compared the groups in terms of Facebook be-
haviors. Results indicate that first-year students reported
spending significantly more time on Facebook, F(68,
1)¼17.58, p < 0.001, f 2¼0.25, MFY¼4, MUC¼2.7, than up-
per-class students did. On the other hand, upper-class stu-
dents reported having significantly more friends on
Facebook, F(68, 1)¼5.51, p < 0.005, f 2¼0.08, than first-class
students did, MFY¼4.5, MUC¼5.5. Finally, we compared the
groups in terms of their emotional and social connection to
Facebook using a MANOVA. The Wilks’s L test was signif-
icant, F(67, 2)¼10.12, p < 0.001. First-year students reported
a stronger emotional connection to Facebook, MFY¼3.69,
than upper-class students did, MUP¼2.8, F(69, 1)¼14.15,
p < 0.001, f 2¼0.25. The groups were not different in their
scores of social connection to Facebook, MFY¼3.5;
MUP¼3.28.
Discussion
17. Our findings strongly support a relationship between Fa-
cebook variables and psychological well-being. This is true for
each one of our groups, as well as for the whole sample. When
the groups were combined, spending a lot of time on Facebook
was negatively related to self-esteem, thus supporting our
hypothesis. This finding is driven primarily by the correlation
in the upper-class sample that reached significance (Table 1).
Furthermore, upper-class students with an emotional connec-
tion to Facebook also reported low self-esteem. Ellison et al.
found that students with low self-esteem benefit from using
Facebook because they expand their social capital.1 Our find-
ings indirectly support this interpretation. Our upper-class
students whose emotional connection to Facebook was related
to low self-esteem also reported that social connection to Fa-
cebook was positively associated with high scores of emotional
and total adjustment in college. Future research engaging a
greater sample and path analysis would shed light onto the
directionality of these relationships.
The number of Facebook friends was also related to low
academic adjustment in college when both groups were
considered although this relationship was significant only in
the first-year group alone. In addition, first-year students
with many Facebook friends reported experiencing lower
emotional adjustment in college, a finding that is consistent
with the hypothesis that Facebook use, like Internet use, does
not fulfill emotional needs. The construct of emotional ad-
justment reflects the student’s ability to balance stresses re-
lated to college life and maintaining a sense of doing well. It is
possible that first-year students seek out friends on Facebook
as a coping strategy to relieve the stress of college adjustment.
Consistent with this explanation is our finding that first-year
students reported a stronger emotional connection to Face-
book than upper-class students did. Furthermore, difficul-
ties with emotional adjustment seem to spill over to academic
18. adjustment, as these constructs were highly correlated,
r(35)¼0.57.* Again, a path analysis using a bigger sample
would be more appropriate in determining the directionality
of these relationships.
Having a lot of Facebook friends was positively related to
both social adjustment and attachment with the institution for
upper-class students, thus offering support to the hypothesis
that Facebook strengthens social adjustment by improving
social networks. Social adjustment refers to having a feeling
of fitting in with the college community and being satisfied
with established social connections and the social activities
offered on campus. Our findings suggest that Facebook is a
valuable venue not only for creating new and maintaining old
relationships,* but also for being informed about social events
that occur on campus. We also believe that the relationship
between social college adjustment and Facebook underlines
the relationship between Facebook and a general satisfaction
with the institution. Our findings imply that colleges could
use Facebook to their benefit by creating opportunities to
connect their students with each other and with campus life
activities.
The findings thus far reveal two trends. The first trend
implied by our findings is that the relationship between
Table 3. Facebook Variables Predicting College
Adjustment of Upper-Class Students (n¼35)
Social adjustment Attachment to institution
Variable B SE B b B SE B b
Facebook
friends
19. 0.29 0.09 0.49* 0.19 0.09 0.35*
Facebook
time
0.07 0.11 0.10 0.04 0.12 0.07
*p < 0.05.
Table 4. Correlations Between Emotional
and Social Connection to Facebook
and Well-Being (n
fy
¼35, n
uc
¼35)
Emotional
connection
Social
connection
FY UC FY UC
Self-esteem 0.09 �0.39* �0.08 �0.05
Emotional adjustment �0.03 0.03 �0.12 0.42*
Academic adjustment �0.06 �0.06 �0.13 0.19
Social adjustment 0.03 0.10 �0.25 0.19
Attachment of institution �0.02 0.16 �0.21 0.23
Total adjustment 0.01 0.08 �0.20 0.34*
FY, first-year students; UC, upper-class students. *p < 0.05.
*Results available upon request.
20. FACEBOOK AND WELL-BEING 187
Facebook and college adjustment becomes positive later in
college life, although the cross-sectional nature of the study
would limit such generalization. This trend is consistent with
our hypothesis that Facebook variables would predict dif-
ferent adjustment variables in each group. The first-year
students who had a lot of Facebook friends experienced lower
academic and emotional adjustment, while upper-class stu-
dents with many Facebook friends reported high social ad-
justment and attachment to the institution. This difference
cannot be attributed to possible greater adjustment difficulty
of the first-year group, as there were no differences in college
adjustment scores between the two groups. The two groups
were also not different in the types of information they pro-
vided in their profiles. We have evidence instead to believe
that upper-class students use Facebook more effectively than
first-year students do. We found positive correlations be-
tween the social connection with Facebook and emotional
and total college adjustment. How exactly they use Facebook
and the factors leading to more effective use of Facebook is a
subject of future research. The findings currently support the
value of examining age differences in Facebook effects on
well-being.
Second, while the amount of time spent on Facebook did
not correlate with any of the adjustment variables, the
number of Facebook friends did. The participants in this
study reported spending 60–120 minutes on Facebook every
day. This is higher than the 10–30 minutes that Ellison et al.1
reported, but consistent with more recent studies.2,3 Al-
though one would expect that investing time in Facebook
21. limits the time one has to socialize and study, the current
results suggest that it is what you do while on Facebook that
really matters. Studies strongly support that the primary
motive to use Facebook is to keep in touch with old friends
and make new ones.1,3,17 We think that it is the notion of
a Facebook friend that underlines the predictive value of
number of Facebook friends when it comes to college ad-
justment.
A few studies have examined the relationship between
number of Facebook friends and other psychological char-
acteristics. Researchers agree that the meaning of a Facebook
friend is uncertain. Parks estimated that people maintain
about 10–20 close relationships using traditional communi-
cation means. This number is phenomenally higher on virtual
social networks. Our participants listed an average of 200 to
250 friends, but this number might have been even higher if
participants reported the actual number of friends instead of
a choosing a range of number of friends.18 Tong et al. found a
curvilinear relationship between number of friends and social
attractiveness, with the greatest rating of social attractiveness
reported when the profile owner listed 300 friends. More than
300 friends was related to low social attractiveness and high
introversion of the profile owner.19 The same research team
also reported that the physical attractiveness of Facebook
friends boosted the profile owner’s physical attractiveness
and social desirability.20 Finally, Buffardi and Campbell
supported a link between narcissism and increased social
activity on Facebook (e.g., number of friends, groups, and
wall posts), whether narcissism was self-reported or was
rated by profile viewers.21 In conclusion, there is tentative
evidence to suggest that the personality characteristics of
the profile owners may relate to the number of friends and
mediate the relationship with college adjustment.
Limitations and future research directions
22. The interpretation of the findings warrantees caution be-
cause of the small sample size and the uneven representation
of gender. It is unknown how gender might have influenced
the results. Similar to our findings,* previous researchers
have not reported gender differences in the use of Facebook.
There is some evidence of gender differences in perceived
physical attractiveness of the owner based on comments
posted on profiles by friends.20 A bigger sample would allow
advanced statistical analyses such as path analysis. However,
the modest to good effect sizes we found for the major results
adds confidence to our interpretation. Finally, the differences
in the two groups might have been influenced by the history
of exposure to Facebook. Although we did not ask partici-
pants to report the number of years that they have been
Facebook users, we estimate that the groups had similar
histories. Facebook was made available to first-year students
when they were in high school, whereas our upper-class
participants had access to Facebook in the first year in college.
Despite these shortcomings, the results make significant
contributions. Spending a lot of time on Facebook relates to
low self-esteem, a finding that parallels the relationship be-
tween Internet use and self-esteem. However, the increased
number of friends may be a better predictor of well-being
than time spent on Facebook, regardless of whether the re-
lationship is positive or negative. Moreover, the relationship
between Facebook and well-being appears to become positive
over the college years, possibly because upper-class students
use Facebook to connect socially with their peers and par-
ticipate in college life. Future research should also examine
developmental factors such as stronger self-concept and
greater experience in personal relationships that could pos-
sibly lead to more effective use of Facebook of upper-class
students. Another factor that is worth examining is how be-
ing a first-generation student influences Facebook use. It is
23. possible that first-generation students with limited informa-
tion about college life rely more on social-networking sites
such as Facebook to help them adjust in college. Finally, fu-
ture research should investigate the notion of Facebook
friends, personality traits of profile owners, as well as the
content of the profiles using path analyses to clarify further
the effects of Facebook on college adjustment.
Disclosure Statement
No competing financial interests exist.
References
1. Ellison NB, Steinfield C, Lampe, C. The benefits of
Facebook
‘‘friends’’: Social capital and college students’ use of online
social network sites. Journal of Computer-Mediated Com-
munication 2007; 12:1143–68.
2. Raacke J, Bonds-Raacke J. MySpace and Facebook: Applying
the uses and gratifications theory to exploring friend-
networking sites. CyberPsychology & Behavior 2008; 11:169–
74.
3. Sheldon P. The relationship between unwillingness to com-
municate and students’ Facebook use. Journal of Media
Psychology 2008; 20:67–75.
*Results available upon request.
188 KALPIDOU ET AL.
4. Kraut R, Patterson M, Lundmark V, et al. Internet paradox:
24. A social technology that reduces social involvement and
psychological well-being? American Psychologist 1998;
53:1017–31.
5. Kraut R, Kiesler S, Boneva, B., et al. Internet paradox re-
visited. Journal of Social Issues, Special issue: Consequences
of the Internet for self and society: Is social life being trans-
formed? 2002; 58:49–74.
6. Moody E. Internet use and its relationship to loneliness.
CyberPsychology & Behavior 2001; 4:393–401.
7. Ceyhan A, Ceyhan E. Loneliness, depression, and com-
puter self-efficacy as predictors of problematic Internet Use.
CyberPsychology & Behavior 2007; 11:699–701.
8. Caplan S. Relations among loneliness, social anxiety, and
problematic Internet use. CyberPsychology & Behavior 2007;
10:234–42.
9. Weiser EB. The functions of Internet use and their social and
psychological consequences. CyberPsychology & Behavior
2001; 4:723–43.
10. Valkenburg P, Jochen P. Online communication and ado-
lescent well-being: Testing the stimulation versus the dis-
placement hypothesis. Journal of Computer-Mediated
Communication 2007; 12:1169–82.
11. Pempek T, Yermolayeva Y, Carvert S. College students’ so-
cial networking experiences on Facebook. Journal of Applied
Developmental Psychology 2009; 30:227–38.
12. Madge C, Meek J, Wellens J, et al. Facebook, social inte-
gration and informal learning at university: ‘‘It is more for
socializing and talking to friends about work than for ac-
25. tually doing work.’’ Learning, Media & Technology 2009;
34:141–55.
13. Steinfield C, Ellison NB, Lampe C. Social capital, self-
esteem,
and use of online social network sites: A longitudinal anal-
ysis. Journal of Applied Developmental Psychology 2008;
29:434–45.
14. Orr E, Sisic M, Ross C, et al. The influence of shyness on
the use of Facebook in an undergraduate sample. Cyber-
Psychology & Behavior 2009; 12:337–9.
15. Rosenberg M. (1965) Society and the adolescent self-image.
Princeton, NJ: Princeton University Press.
16. Baker RW, Siryk B. (1998) Student adaptation to college
question-
naire manual. Los Angeles, CA: Western Psychological
Services.
17. Zhao S, Grasmuck S, Martin J. (2008) Identity construction
on Facebook: Digital empowerment in anchored relation-
ships. Computers in Human Behavior 2008; 24:1816–36.
18. Parks MR. (2007) Personal networks and personal
relationships.
Mahwah, NJ: Lawrence Erlbaum.
19. Tong ST, Van Der Heide B, Langwell L, et al. Too much of
a
good thing? The relationship between number of friends and
interpersonal impressions on Facebook. Journal of Computer-
Mediated Communication 2008; 13:531–49.
26. 20. Walther J, Van Der Heide B, Kim S, et al. The role of
friends
appearance and behavior on evaluations of individuals on
Facebook: Are we known by the company we keep? Human
Communication Research 2008; 34:28–49.
21. Buffardi LE, Campbell WK. Narcissism and social net-
working Web sites. Personality & Social Psychology Bulletin
2008; 34:1303–14.
Address correspondence to:
Maria Kalpidou, Ph.D.
Psychology Department
Assumption College
500 Salisbury St.
Worcester, MA 01609
E-mail: [email protected]
FACEBOOK AND WELL-BEING 189
Copyright of CyberPsychology, Behavior & Social Networking
is the property of Mary Ann Liebert, Inc. and
its content may not be copied or emailed to multiple sites or
posted to a listserv without the copyright holder's
express written permission. However, users may print,
download, or email articles for individual use.
27. THE TIPPING POINT I
BY WOODY DRIGGS AND ROB HOLLAND
Putting Customers Before Politics
COOs struggle to navigate a siloed culture
TO TRULY ADDRESS
BUSINESS
CHALLENGES,
ORGANIZATIONS NEED
TO VIEW CUSTOMER
OPERATIONS AS
A WHOLE.
T
H E C H I E F operating officer of a global
HR and payroll services provider threw up
her hands in despair. Month after month, she
received reports indicating that more than half
of the company's sales orders had errors. Sometimes it
was bad customer data; other times, the service options
offered to the customer had been bundled or priced incor-
rectly. For every error, the salesperson would return to the
customer to redo the order. This was incredibly inefficient
and eroded customers' confi-
dence in the company, some-
times to the point of canceling
orders altogether.
The COO had twice attempted
28. to implement a technology solu-
tion that would reduce the error
rate. Both times, the effort failed
because the business allowed
for inconsistent processes. Sales
processes and IT infrastructure
were slightly different from one business unit to the next,
and business unit leaders jostled to prioritize pet projects
over what was in the best interest of the organization as
a whole.
Navigating a culture built on silos, and challenging fief-
doms that ultimately hamper productivity and profitable
growth is an experience many COOs face. The key is to
involve the right stakeholders and eliminate the politics
by focusing on what is of most value to the organization.
To truly address business challenges, organizations
need to view customer operations as a whole.
An integrated customer operations approach
requires representation from across the func-
tional silos. By fostering collaboration among
sales, operations, legal, finance, internal audit,
and marketing, organizations can make deci-
sions knowing the compromises that both the
front and back office need to make.
With the right stakeholders involved, the
next key element is getting them focused on
the right issues. Using an outside-in perspec-
tive, focusing directly on customer experience through
the use of personas and scenarios, is particularly help-
ful. Personas capture what both internal and external
customers care about most and the key issues that the
organization must resolve. Scenarios establish a common
29. understanding of the capabilities needed to optimize an
end-to-end process or transaction.
Once the organization knows what the customer wants
and which processes to focus on, it needs to enable them.
Business input can result in hundreds, or even thousands, of
requirements. Perhaps it's too expensive, takes too long, or
is unnecessary. Instead, organizations can use a value-driver
model to determine which requirements have high value
(e.g., reduce cost, improve performance) and prioritize
them based on which v̂ ill have the
most impact on the organizafion's
bottom line. This approach offers
an objective view of how to enact
the transformation—and succeed.
An integrated customer oper-
ations approach also requires a
change management component.
This includes using iterative pilot
programs that gather relevant
stakeholders in conference rooms
and solicit their input. Identifying gaps earlier in the program
makes them easier and less expensive to address. At the same
time, early and frequent stakeholder involvement wül drive
greater adoption as the improvement effort moves forward.
In the case of the HR and payi-oU services organization,
by using an integrated customer operations approach, the
COO was able to successfully implement a scenario-based,
value-driven, technology-enabled process transformation
that resulted in lasting change throughout the organiza-
tion. The new fully automated sales order processes fun-
30. damentally changed the organization's relationship with
its customers. Customers had greater confidence in the
organization, resulting in an increase in sales.
An integrated customer operations approach gives orga-
nizations the framework they need to create a culture that
makes transformation programs feasible. By making the
effort objective, while still making affected stakeholders
feel as if they are an integral part of the outcome, organi-
zations can design and implement programs that optimize
operations, reduce costs, improve productivity, make the
most of IT investments, and ultimately drive value that
directly and positively affects the bottom line. (R?
Woody Driggs is the global advisory customer leader for Ernst
& Young He is a
principal in the company's Advisory Services Performance
Improvement practice
and is based in Washington, f)C. Rob Holland is a principal in
Ernst & Young's
Advisory Services Customer practice and is based in Houston.
www.destinationCRM.com CUSTOMER RELATIONSHIP
MANAGEMENT | JANUARY 2014 S
Copyright of CRM Magazine is the property of Information
Today Inc. and its content may
not be copied or emailed to multiple sites or posted to a listserv
without the copyright holder's
express written permission. However, users may print,
download, or email articles for
individual use.
31. ORG 6600, Culture of Learning Organizations 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Analyze cultural influence between the social system and
individuals within that social system.
2. Compare and contrast cultures that have nesting relationships
(e.g., macrocultures, subcultures,
microcultures).
Reading Assignment
Chapter 1:
The Concept of Organizational Culture: Why Bother?
Chapter 2:
The Three Levels of Culture
Chapter 4:
Macrocultures, Subcultures, and Microcultures
In order to access the resource below, you must first log into
the myWaldorf Student Portal and access the
Business Source Complete database within the Waldorf Online
Library.
32. Driggs, W., & Holland, R. (2014). Putting customers before
politics: COOs struggle to navigate a siloed
culture. Customer Relationship Management, 18(1), 5.
Unit Lesson
What Is a Learning Organization?
Chris Argyris and Donald Schön (1996) described a learning
organization as an organization with the
“ability to see things in new ways, gain new understandings,
and produce new patterns of behavior—all
on a continuing basis and in a way that engages the organization
as a whole” (p. xix). Essentially,
learning organizations are those that are able to adjust their
ways of thinking and behavior in order to
learn and change (Friesenborg, 2015).
In this course, you will learn skills for leading people at the
team or organization level to adapt the ways
they think and behave in a learning organization. The skill to
lead change is a critical skill for leaders in
any occupation or industry, both now and as we move into the
future. Despite its importance, though, the
process for becoming a learning organization remains largely
misunderstood (Friesenborg, 2015).
Learning organizations are envied. They are not common. This
course is devoted to equipping you with
the knowledge and skills to lead your organization’s culture
toward becoming a learning organization.
In this unit, we will discuss the culture within organizations.
33. The organization’s culture is what determines
whether the organization has thought-behavior patterns that are
dysfunctional or healthy. The
organization’s culture determines whether it is a dysfunctional
organization or a learning organization
(Argyris & Schön, 1996; Friesenborg, 2015). Culture is
important within the organization or any other
social system (Schein, 2010).
UNIT I STUDY GUIDE
Culture
ORG 6600, Culture of Learning Organizations 2
UNIT x STUDY GUIDE
Title
Culture: Patterns for Thinking and Behaving
What comes to mind when you think of culture? Does music,
film, or fashion come to mind? How about
customs, traditions, and foods? Yes, culture is expressed
through these means, but culture is also
expressed in ways that are less tangible. Culture shapes the way
you think and behave.
Influencing the way you think, culture shapes your deeply-held,
underlying assumptions. These
34. underlying assumptions create the lens for how you see the
world around you. You use these underlying
assumptions as you judge yourself, other people, and your
environment. Your underlying assumptions
are influenced by what the culture considers desirable and what
the culture considers undesirable
(Adams & Markus, 2004; Hofstede & Hofstede, 2005;
Kitayama, Duffy, & Uchida, 2007; Schein, 2010).
Taken one step further, culture also influences the ways people
behave. Each culture has a set of
norms, parameters for behaviors that are considered acceptable
(Adams & Markus, 2004; Friesenborg,
2015; Hofstede & Hofstede, 2005; Kitayama et al., 2007;
Schein, 2010). At your organization, would it be
acceptable for you to disagree with leaders? Do people talk
through conflict? Do people use passive-
aggressive tactics? Are there divisions or silos between
employees and managers or between
departments? All of these questions point to the organization’s
cultural norms for behavior (Argyris &
Schön, 1996; Friesenborg, 2015).
The ways that people think and behave are influenced not only
by the organization culture but also by
the larger macroculture (e.g., the American culture), which, in
turn, shapes the social systems that are
nested within that macroculture (Hofstede & Hofstede, 2005;
Schein, 2010). Different levels of culture
are nested within each other. As an analogy, think of the
Russian wooden nesting dolls. You twist open
the middle of the large, oval-shaped, wooden doll and a slightly
smaller wooden doll is found inside.
Then, twist open the middle of that doll and, again, a slightly
smaller wooden doll is nested inside.
Culture is a lot like those Russian wooden nesting dolls. A
35. macroculture may contain microcultures and
subcultures. For example, one wooden nesting doll may
represent the American culture, which contains
the American corporate culture, which, in turn, contains the
culture for a specific corporation. As another
example, the wooden nesting doll may represent the American
culture, which may contain the culture of
American families, which, in turn, includes the culture of the
specific family in which you were raised.
Each social system has a culture. While these examples focused
on American culture, other cultures
throughout the world also have the nesting feature.
Cultural Influence of the Social System and the Individual
Learning begins at birth. Learning does not come from books
alone; it is also acquired through culture.
This is called acculturation. From a very young age, you begin
to learn norms for thinking and behaving
(Conbere & Heorhiadi, 2006; Hofstede & Hofstede, 2005).
Look at the socio-cultural learning model (Friesenborg, 2015)
and imagine an individual within an
organization. That organization emanates ways of thinking and
assumptions about what is culturally
desired. The organization also emanates the behavioral norms,
the range of behaviors that are
acceptable within the organization (Hofstede & Hofstede,
2005). Culture has a tendency to perpetuate
itself and to resist change unless the strength of one or more
individuals exerts enough influence on the
culture as it flows between them and the social system.
In this way, individuals do have the capacity to influence
culture, particularly within small- and
intermediate-sized social systems, such as teams, families, and
36. organizations (Adams & Markus, 2004;
Friesenborg, 2015; Kitayama et al., 2007). Think of revered
company presidents, for example. The
organization not only influenced those individual leaders, but
they also influenced the organization
culture where they worked.
ORG 6600, Culture of Learning Organizations 3
UNIT x STUDY GUIDE
Title
As indicated in the model above, the word organization may be
substituted with the name of any social
system, showing how culture flows between the individual and
any social system. In addition to
organizations, examples of other social systems include
American society as a whole, an athletic team, a
class at school, the school as a whole, a professional
association, a church, and a family (Friesenborg,
2015).
Take a closer look at the socio-cultural learning model as it
applies to American society as the social
system. In this case, substitute American society in place of
organization on the left side of the model.
American society influences individuals who live within the
culture, but individuals also have varying
37. levels of influence and may shape American culture. Famous
individuals, such as revered American
presidents, civil rights leaders, and famous musicians and
actors, have influenced American society.
These are all positive examples, but powerful individuals with
toxic characteristics can also infect the
social system through their influence on the culture as culture
flows between the individual and the social
system (Friesenborg, 2015).
In this way, you as the leader can help shape the culture to lead
change. You are the individual, and
while the organization influences the ways you think and
behave, you have the opportunity to mutually
influence the culture that flows between you and the
organization (Friesenborg, 2015).
Moving Forward
In this unit, we have just scratched the surface of culture.
Throughout this course, you will learn how to
detect and influence culture. For me, this learning was life-
changing, transforming the way I lead in
teams and organizations, while also transforming the way I
approach relationships as a spouse, parent,
and friend. I hope you find this learning to be equally impactful
in your life.
References
Adams, G., & Markus, H. R. (2004). Toward a conception of
culture suitable for a social psychology of
culture. In M. Schaller & C. S. Crandall (Eds.), The
38. psychological foundations of culture
(pp. 335–360). Mahwah, NJ: Lawrence Erlbaum.
Argyris, C., & Schön, D. A. (1996). Organizational learning II:
Theory, method, and practice.
Reading, MA: Addison-Wesley.
Conbere, J. P., & Heorhiadi, A. (2006). Cultural influences and
conflict in organizational change in new
entrepreneurial organizations in Ukraine. International Journal
of Conflict Management, 17(3),
226-241.
O
rg
a
n
iz
a
ti
o
n
(o
r
a
41. ed.). San Francisco, CA: Jossey-Bass.
Suggested Reading
Waldorf’s Academic Integrity Policy:
The Waldorf University Academic Integrity Policy is critical to
your success as a graduate student. Read the
policy, which is available in Waldorf’s Online Programs
Catalog at the following link:
http://www.waldorf.edu/Download-Information. For quick
access to this policy after clicking the link, either: (a)
view the Table of Contents under the “Academic Information”
heading or (b) simultaneously click the “Control”
key and the “F” key on your keyboard for the “find” feature,
and type “Academic Integrity Policy.”
A book that is integrated throughout this course:
Friesenborg, L. (2015). The culture of learning organizations:
Understanding Argyris’ theory through a
socio-cognitive systems learning model. Forest City, IA:
Brennan-Mitchell.
APA Manual:
It is recommended that you to purchase the most current edition
of the Publication Manual of the American
Psychological Association (APA), as it will be used in courses
throughout your master’s degree program.
42. Database search & APA resources:
Introduction to the Waldorf Online Library
http://waldorf.libguides.com/wol
Purdue OWL
https://owl.english.purdue.edu/owl/section/2/10/
Specifically, the excellent APA PowerPoint located at:
https://owl.english.purdue.edu/owl/resource/560/17/
Waldorf Library Tutorial #1:
The following video presents the Basics of Database Searching
(begin watching at time-stamp 1 min., 40
secs.; 57-minute recorded webinar).
https://columbiasouthern.adobeconnect.com/_a1174888831/p4c0
i44tcvl/?launcher=false&fcsContent=true&p
bMode=normal
Waldorf Library Tutorial #2:
The following materials address Concerning Citations: APA,
Academic Integrity, and Resources. The first
presentation is a Prezi, which you can navigate through at your
own pace. The second presentation is a
recorded webinar you can watch.
Prezi – Additional Supporting Material (to accompany the
following webinar):
http://prezi.com/okeeu7ihygx6/concerning-citations-apa-and-
academic-integrity/
Recorded webinar (begin watching at time-stamp 1 min., 33
secs.; 57-minute recorded webinar):
https://columbiasouthern.adobeconnect.com/_a1174888831/p69
hpik2cy4/?launcher=false&fcsContent=true&