Auswirkungen von Social Media auf Jugendliche

Einfluss von Social Media auf das Lern- und Sozialverhalten

Philippe WampflerDiessenhofen November 2013

phwa.ch/kbw

Jugendliche nutzen soziale Netzwerke wie selbstverständlich bei der Pflege ihrer Beziehungen, zur Informationsbeschaffung und zur Unterhaltung. Das birgt Chancen wie Risiken.Wie kann ein konstruktiver schulischer Umgang mit Social Media aussehen? Wie können Gefahren abgewendet werden und Facebook & Co. gewinnbringend für den Unterricht genutzt werden? Konkrete Unterrichtsvorschläge helfen dabei, Schülern einschlägige Kompetenzen zu vermitteln. Zudem gibt es Informationen darüber, wie Social Media für die schulische Öffentlichkeitsarbeit genutzt werden kann. Schulleitung und Kollegium profitieren von den Vorschlägen für verbindliche Leit-linien.

Der AutorPhilippe Wampfler ist Gymnasiallehrer an der Kantonsschule Wettingen/Schweiz. Parallel pflegt er publizistische Tätigkeiten sowie die intensiver Auseinandersetzung mit Social Media und Blogs.

Vandenhoeck & Ruprecht

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Phillipe Wampfler

Facebook, Blogs und Wikis in der SchuleEin Social-Media-Leitfaden

9783525701652_Umschlag_Wampfler_Facebook.indd 19783525701652_Umschlag_Wampfler_Facebook.indd 1 25.03.13 13:4825.03.13 13:48

xkcd.com/1289

Technology is neither good nor bad; nor is it neutral. «Melvin KranzbergFirst Law of Technology (1986)

We tend to overestimate the effect of a technology in the short run and underestimate the effect in the long run.

» Roy AmaraAmara‘s Law

Vorbemerkungen

Teil 1: Resilienz

Teil 2: Körper

Teil 3: Geist

Teil 4: Beziehungen

Ablauf

qualitative oder quantitative Forschung?

»Digital Natives«

lic. phil. Isabel Willemse Gregor Waller MSc Prof. Dr. Daniel Süss Forschungsschwerpunkt Psychosoziale Entwicklung und Medien Web: www.psychologie.zhaw.ch/JAMES November 2011

Kooperationspartnerin

www.psychologie.zhaw.ch/JAMES

lic. phil. Isabel Willemse Gregor Waller MSc Prof. Dr. Daniel Süss Forschungsschwerpunkt Psychosoziale Entwicklung und Medien Web: www.psychologie.zhaw.ch/JAMES November 2011

Kooperationspartnerin

http://www.psychologie.zhaw.ch/JAMES

http://www.psychologie.zhaw.ch/JAMES

JAMESfocus 2011 Typologie

7

Unterhaltungs!orientierte

Informations!orientierte

Computerfreaks

Musiker

Analoge

30.8%

24%10.2%

6.2%

28.8%

Informationsorientierten. Die Computerfreaks (10.2%) und die Musiker (6.2%) bilden die kleinsten Gruppen (vlg Abbildung 2).

Abbildung 2: Quantifizierung der Medien- und Freizeittypen Wie oben beschrieben, soll die auf der Basis der JAMES 2010 Daten erstellte Typologie am Datensatz der JAMES-Studie im Jahr 2012 validiert werden. Zusätzlich lassen sich die Typen mit Typologien aus anderen Studien vergleichen, um so Schlüsse bezüglich Gültigkeit der Typologie ziehen zu können. Dabei handelt es sich um die Shell Jugendstudie (Albert, Hurrelmann, & Quenzel, 2010), den Leipziger Lebensstilfragebogen (Beckert-Ziegelschmid & Brähler, 2007), das Dossier «Jugend und Medien» des Verbands SCHWEIZER PRESSE (2008) und die Studie zum Bielefelder Medien-kompetenzmodell von Treumann und Kollegen (2007). Im Folgenden werden kurz Typen aus anderen Studien umrissen und mit den Typen im vorliegenden Bericht verglichen, wobei zu bedenken ist, dass Typisierungen stark abhängig sind von den Variablen mit welchen sie erstellt werden. Lediglich die Typen von Treumann et al. (2007) beinhalten teilweise ähnliche Variablen wie die hier gefundenen Freizeittypen. Ein Vergleich ist daher vor allem Interpretationssache und basiert nicht auf statistischen Ergebnissen.

JAMESfocus 2011 Medienwissen / Social Networks

14

Abbildung 6: Medienwissen der 5 Freizeittypen In Tabelle 4 wurde die Gruppe der Konsumorientierten nach Treumann et al. (2007) in Verbindung gebracht mit den Unterhaltungsorientierten dieser Studie. Beide Freizeittypen weisen ein unterdurchschnittliches Medienwissen auf.

6. Wie gehen Jugendliche mit Social Networks um?

Allgemeine Einleitung

84 Prozent der befragten Jugendlichen der JAMES-Studie 2010 (Willemse, et al., 2010) haben mindestens einen Account bei einem Social Network (SN). Facebook führt die Liste der benutzten Networks deutlich an, 73 % der SN-Nutzer verfügen über ein Facebook-Profil, Netlog steht mit 33 % an zweiter Stelle. Da bei keinem der weiteren Netzwerke mehr als 10 % der SN-Nutzer angemeldet sind, werden die folgenden Auswertungen lediglich Facebook und teilweise auch Netlog betreffen. Anders als die Digital Immigrants (vor 1980 Geborene) bewegen sich die Digital Natives (nach 1980 Geborene) im Social Web mit grosser Selbstverständlichkeit. Das Digitale ist Teil ihrer Lebenswelt und findet daher auch in immer mehr entwicklungspsychologischen Theorien Platz. Schmidt, Paus-Hasebrink, & Hasebrink (2009) bezeichnen das Social Web etwa als «Spiel-Raum im Prozess des Heranwachsens» (S. 24). Die Jugendlichen sind auf der Suche nach ihrer Identität. Gemäss Flammer & Alsaker (2001) drängt sich in der Adoleszenz die Frage auf, wer man selbst ist oder wer man sein möchte. Social Networks können die Phantasie zur eigenen Identitätsentwicklung anregen, indem eine vielfältige Palette diverser Selbstdarstellungsmöglichkeiten geboten wird. Die Ausbildung des Selbst bzw. der eigenen Identität gehört zu den Hauptaufgaben der Adoleszenz. Obwohl schon früher in der Entwicklung Schritte in diese Richtung unternommen werden, befinden sich die Jugendlichen in einer Phase der Neuorientierung und damit einhergehend möglicherweise auch der Desorientierung (Flammer & Alsaker, 2001). Die körperlichen Veränderungen, zunehmende kognitive Fähigkeiten (z.B. abstraktes Denken), die aufkeimende Wichtigkeit der Geschlechterrollen und des sexuellen Verhaltens sind Beispiele für die neu entstehende Themenwelt Jugendlicher (ebd.). Mit Bezug auf Rosenberg gehen Flammer und Alsaker (2001, S. 145) von drei Bereichen des Selbstkonzepts aus:

-2.18-1.96

-1.64

0.00

1.64 1.96 2.18

Pearsonresiduals:

p-value =0.0056308

Medienwissen

Typen

Musiker

Computerfreaks

Analoge

Informationsorientierte

Unterhaltungsorientierte

tief mittel hoch

43.5 35.1 21.4

24.8 38.5 36.6

34 35.9 30.2

35.1 31.5 33.3

19.1 35.3 45.6

Alle Menschen verändern sich jederzeit und durch jede Aktivität. Selbstverständlich entwickeln sich neue Fähigkeiten bei Kindern und Jugendlichen durch das Tun mit dem Computer. […]

Das Thema der Fähigkeiten und Kompetenzen scheint mir nicht der entscheidende Diskussionsstrang zu sein, sondern der Gesichtspunkt, dass auch bei den heutigen Jugendlichen dieselben sozialisatorischen Aktivitäten, Interessen und Werte im Vordergrund stehen […]» phwa.ch/schulmeister

Erste Generation mit beiden Beinen im Netz

Teil 1

Resilienz

Die Kauai-StudieEmmy Werner

Resilienzphwa.ch/resilienz

bio-psychosoziales Modellphwa.ch/bpmodell

problematisches Verhalten

problematische Mediennutzung

Teil 2

Körper

Daumen

Augen

Geringer Einfluss auf Wohlbefinden

Die virtuelle Berührung kann man nicht gleichsetzen mit tatsächlicher Berührung, mit persönlichen Treffen. Ich tendiere eher dazu zu sagen, dass echte Berührungen dadurch weniger werden. Cem Ekmekcioglu

Schlafprobleme

Faktoren

Gerätebesitz

Nutzungsdauer tagsüber

Nutzungsdauer abends

1. Einschlafzeiten2. Erregung3. Gerätepräsenz4. Nutzung

Wir haben herausgefunden, dass Chat Rooms, Internet Messaging, Surfen im Web und Online-Games mit reduzierter Schlafdauer verbunden sind, während der Gebrauch des Computer für schulische Zwecke zu längerem Schlaf führt.

Canan et al., 2013

»

Teil 3

Geist

I need to be noticed so badly that I can’t pay attention to you except inasmuch as it calls attention to me. I know for you it’s the same.

phwa.ch/attention

Ich spüre, dass mein biologisches Endgerät im Kopf nur über eingeschränkte Funktionen verfügt und in seiner Konfusion beginnt, eine Menge falscher Dinge zu lernen.

»phwa.ch/schirrmacher

If children aren’t paying attention, it’s not because of a decreased attention span—it’s because they aren’t given tasks that honor their dominant ways of learning. phwa.ch/thornburg

Gedächtnis

Sparrow et al., 2011

Das Hirn eines Vogel Strauß‘ ist kleiner als eines seiner Augen.

Gelöscht! Gespeichert! Gespeichert in Ordner X

Sparrow et al., 2011

Wir treten mit unseren digitalen Hilfsmitteln in eine symbiotische Beziehung und erinnern uns immer weniger, indem wir Informationen, und immer stärker, indem wir Speicherorte abrufen. »

transactive memory»Quite simply, we seem to record as much outside

our mind as within them.«

Daniel M. Wegener

Metagedächtnis

X-probe was presented, and participants had to refer to the cuethey maintained in the face of distractors (AX and BX trials):HMMs were 84 ms slower than LMMs to respond to AX trials,t (28) ! "3.27, P # 0.003, and 119 ms slower to respond to BXtrials, t (28) ! "3.25, P # 0.003, yielding a significant LMM/HMM status*presence of distractors interaction, F (1, 28) !5.21, P # 0.03. These data replicate the results from the filtertask, again demonstrating that HMMs are less selective inallowing information into working memory, and are thereforemore affected by distractors. As target trials comprised 70% of all trials in the standard

version of the AX-CPT, the task was also indicative of theparticipants’ ability to withhold prepotent responses, i.e., theirability to withhold a target response on the relatively rare BX orAY trials, each of which constituted only 10% of trials. The lackof significant differences between the groups, reinforced by theabsence of a group difference on the Stop-Signal task (15), t(37) ! "0.15, P $ 0.88, suggests that the two groups do not differin their level of response control.

Filtering Irrelevant Representations in Memory: Two- and Three-BackTasks. In the two- and three-back tasks (16), which examine themonitoring and updating of multiple representations in workingmemory, HMMs showed a significantly greater decrease inperformance (d%) from the two- to the three-back task;task*HMM/LMM status interaction, F (1, 28) ! 4.25, P # 0.05.Interestingly, although both groups showed similar decreases inhit-rates (the number of targets correctly identified) from thetwo-back to the three-back task, F (1, 28) ! 0.14, P $ 0.72 (Fig.3A), HMMs showed a greater increase in their false alarm rate(the number of nontargets incorrectly marked as targets), F (1,28) ! 5.02, P # 0.03 (Fig. 3B). This effect was driven by targetletters that had previously appeared during the task, but wereoutside the range participants were instructed to hold in mem-ory. Specifically, in the three-back task, HMMs were more likelyto false alarm to letters that had more previous appearances, F(1, 13) ! 6.31, P # 0.03. This indicates that the HMMs were more

Fig. 1. The filter task. (A) A sample trial with a 2-target, 6-distractor array.(B) HMM and LMM filter task performance as a function of the number ofdistractors (two targets). Error bars, SEM.

Fig. 2. AX-CPT mean response times in the no-distractors and the distractorsconditions (note that the overall decrease in response times from the nodistractors to the distractors condition is due to greater predictability of probeonset as a result of the rhythmic nature of the distractors; the key data pointis the difference in the distractors condition between LMMs and HMMs). Errorbars, SEM.

Fig. 3. Two- and three-back task results. (A) Hit rates. (B) False alarm rates.Error bars, SEM.

15584 ! www.pnas.org"cgi"doi"10.1073"pnas.0903620106 Ophir et al.

Multitasking

X-probe was presented, and participants had to refer to the cuethey maintained in the face of distractors (AX and BX trials):HMMs were 84 ms slower than LMMs to respond to AX trials,t (28) ! "3.27, P # 0.003, and 119 ms slower to respond to BXtrials, t (28) ! "3.25, P # 0.003, yielding a significant LMM/HMM status*presence of distractors interaction, F (1, 28) !5.21, P # 0.03. These data replicate the results from the filtertask, again demonstrating that HMMs are less selective inallowing information into working memory, and are thereforemore affected by distractors. As target trials comprised 70% of all trials in the standard

version of the AX-CPT, the task was also indicative of theparticipants’ ability to withhold prepotent responses, i.e., theirability to withhold a target response on the relatively rare BX orAY trials, each of which constituted only 10% of trials. The lackof significant differences between the groups, reinforced by theabsence of a group difference on the Stop-Signal task (15), t(37) ! "0.15, P $ 0.88, suggests that the two groups do not differin their level of response control.

Filtering Irrelevant Representations in Memory: Two- and Three-BackTasks. In the two- and three-back tasks (16), which examine themonitoring and updating of multiple representations in workingmemory, HMMs showed a significantly greater decrease inperformance (d%) from the two- to the three-back task;task*HMM/LMM status interaction, F (1, 28) ! 4.25, P # 0.05.Interestingly, although both groups showed similar decreases inhit-rates (the number of targets correctly identified) from thetwo-back to the three-back task, F (1, 28) ! 0.14, P $ 0.72 (Fig.3A), HMMs showed a greater increase in their false alarm rate(the number of nontargets incorrectly marked as targets), F (1,28) ! 5.02, P # 0.03 (Fig. 3B). This effect was driven by targetletters that had previously appeared during the task, but wereoutside the range participants were instructed to hold in mem-ory. Specifically, in the three-back task, HMMs were more likelyto false alarm to letters that had more previous appearances, F(1, 13) ! 6.31, P # 0.03. This indicates that the HMMs were more

Fig. 1. The filter task. (A) A sample trial with a 2-target, 6-distractor array.(B) HMM and LMM filter task performance as a function of the number ofdistractors (two targets). Error bars, SEM.

Fig. 2. AX-CPT mean response times in the no-distractors and the distractorsconditions (note that the overall decrease in response times from the nodistractors to the distractors condition is due to greater predictability of probeonset as a result of the rhythmic nature of the distractors; the key data pointis the difference in the distractors condition between LMMs and HMMs). Errorbars, SEM.

Fig. 3. Two- and three-back task results. (A) Hit rates. (B) False alarm rates.Error bars, SEM.

15584 ! www.pnas.org"cgi"doi"10.1073"pnas.0903620106 Ophir et al.

phwa.ch/ophir

n-back-Test

n-back-Test: Brain Workshop

Ablenkung

Teil 4

Beziehungen

By idioms of practice, I mean that people figure out together how to use different media and often agree on the appropriate uses of technology. They end up using these technologies with the distinctive and communal flair that has been attributed to dialects, or idioms.

Ilona Gershon: The Breakup 2.0

As new media allow people more and more options in how they communicate, this variety increases the social dilemmas people face when using these media to connect and to disconnect.

Ilona Gershon: The Breakup 2.0

selfiesatfunerals.tumblr.comJason Feifer, FastCompany

Narzissmus?

Gibt es Regeln für Trauer?

Begräbnisse als sonderbare Rituale

Selfie = Tagebucheintrag

Rolle der Jugend

private oder öffentliche Kommunikation?

phwa.ch/selfies

Social Media als Ergänzung

Es sind nur Ausschnitte, kleine Teile von mir selbst und es gleicht nicht meinem Leben. Du könntest nicht viel über mich sagen, wenn du mich nur auf Facebook kennen würdest. Das hat nichts damit zu tun wer ich bin, also wer ich wirklich bin.

phwa.ch/beziehungspflege

Privatsphäre

Positivitätsfilter

Geduld

phwa.ch/geduld

»weak ties«

Von der Bring- zur Holinformation

Jugendliche schreiben so viel wie noch nie

Ambient Awareness

Fear of Missing Out

FOMO-Test

phwa.ch/fomo

Verstärkungseffekt

were computed for each participant by averaging across all ten items (M = 2.37, SD = 0.84).

Facebook engagement was measured using a slightly re-worded version of the five items used to measure social media engagement in Study 2. In place of asking about social media use in general,these questions asked about Facebook in particular, during meals (breakfast, lunch, and dinner) and within 15 min of waking and going to sleep. These five values were summed to create one Face- book engagem ent score for each participant (a = .89, M = 11.92,SD = 9.54).

Ambivalent emotional experiences when using Facebook were assessed using a brief 10-item version of the PANAS-X (Watson &Clark, 1994 ). Participants used a five point Likert type scale that ranged from 1 = ‘‘not at all’’ to 5 = extremely’’ to rate five positive and five negative emotion adjectives in terms of the extent towhich they experienced each when using Facebook in the past week. Separate positive (a = .85, M = 2.30, SD = 0.78), and negative affect (a = .85, M = 2.30, SD = 0.78), scores were computed for each participant.

Distracted learning was assessed using a single item question that asked participant to report on the number of lectures they used Facebook in during the past week. Participants used a six- point Likert style scale that ranged from 0 = ‘‘No lectures’’ to5 = ‘‘Five lectures’’ to evaluate this item. Although the majority ofparticipants (n = 64) reported they did not use Facebook at all during lectures, more than a quarter of the sample used Facebook during class between one and five times (M = 0.52, SD = 1.02).

Distracted driving was measure d using a series of questions asking if they had recently engaged in a set of unsafe behaviors while driving a car. Of the total sample, 71% of participants (n = 62) were regular drivers. These participa nts were instructed to: ‘‘Think back over the past 3 months, how often have you experienced the fol- lowing as a driver?’’ Participants used a four-point Likert style ranging from 1 = ‘‘No’’, 2 = ‘‘Yes, Once or Twice’’, 3 = ‘‘Yes, Occasion- ally’’, 4 = ‘‘Yes Often’’ to respond to four behaviors: ‘‘Texting/emai l-ing and driving’’ (M = 1.38, SD = 0.78), ‘‘Texting/emai ling at light’’(M = 1.76, SD = 0.99), ‘‘Glancing at phone and driving’’ (M = 1.87,SD = 0.92), and ‘‘Glancing at phone at light’’ (M = 2.41, SD = 1.12).Principle components analyses indicated the four items loaded on a single factor, explaining 56.68% of the observed variability,so scores were summed to create one distracted driving score for each participant (a = .84, M = 1.86, SD = 0.78).

4.3. Results

4.3.1. Preliminary analyses There were no main or interacting effects observed between

participant age or gender on the other variables we assessed.

4.3.2. FoMO and Facebook engagement To test the hypothesis that fear of missing out would be posi-

tively related to Facebook engagement we regressed engagement,b = .41, p < .001, onto FoMO scores. Fear of missing out was indeed

related to greater engagement with Facebook at key times in the day.

4.3.3. FoMO and ambivalent emotions when using Facebook To evaluate our prediction that FoMO would be associated with

high levels of ambivalent emotions when using Facebook use weregressed positive affect, b = .31, p < .001, and negative affect,b = .40, p < .001, on FoMO scores. This pattern of relations indicated those high in FoMO were more likely to experienced mixed feel- ings when using social media.

4.3.4. FoMO and distracted learning To test our expectation that FoMO would be associated with the

use of Facebook during university lectures we regressed participant standing on distracted learning, b = .27, p = .013, onto fear ofmissing out scores. This analysis showed that students high inFoMO were more liable to use Facebook during university lectures.

4.3.5. FoMO and distracted driving To evaluate our hypothesis that FoMO would be related to more

frequent use of mobile communications technology when driving we regressed distracted driving scores, b = .28, p = .029, onto FoMO.Young adults who were high in fear of missing out paid greater attention to emails, text messages, and their mobile phones when driving compare d to those lower on FoMO.

5. Discussion

5.1. Summary

Social media utilities have made it easier than ever to know what one’s friends, family, and acquaintances are doing, buying,and talking about. In many ways these social affordances are positive, highlighting opportunities and connectin g people. However,because time is limited, this means people must also miss out ona substantial subset of potential ly rewarding experiences made salient by social media use. This double-edged quality of social media has driven popular interest in and increased speculation about the nature of fear of missing out. Although little is empiri- cally known about fear of missing out at this stage, the present research provides a number of insights into how fear of missing out can be reliably assessed and how it constellates with motivatio nal,behavioral , well-being, and demograph ic factors.

In the first study we recruited a large and diverse sample of participants who rated a pool of items drafted to reflect individua l differences in fear of missing out. Guided by our considerati on of the extant writings about the phenomenon we pursued an empirica lly rigorous and data-driven approach to create a self-report measure .As a result of strategic item selection and testing we identified ten items that form a new psychometri c instrument to tap into indi- vidual differenc es in FoMO. This first of its kind assessment, the Fo- MOs, is a brief and easy to administer assessment that is sensitive and quantifies FoMO for those who evince low, moderate, and high levels of the fear of missing out construct.

In the second study we collected a larger, nationally representa- tive sample and investigated fear of missing out against the back- drop of SDT, a macro theory of human motivation and extant research exploring motives for social media use. Our goal was toinvestiga te demographic variability in FoMO as well as to under- stand its links to motivational and well-being factors. Results indicated that the young, and young males in particular, tended towards higher levels of FoMO. This pair of findings conceptually replicated and lends empirical weight to earlier industry reports (JWT, 2011, 2012 ) that suggested FoMO tends to be a phenomeno ngrappled with by younger people.

Fig. 2. Mediation model.

1846 A.K. Przybylski et al. / Computers in Human Behavior 29 (2013) 1841–1848

Fragen?

Danke!

Folien: Kontakt:

phwa.ch/kbw

[email protected]+41 78 704 29 29 phwampfler

mailto:[email protected]

mailto:[email protected]