Academic disclosure on Facebook--论文代写范文

Essay学霸论文代写平台essay代写范文范文：“Academic disclosure on Facebook”  大学生重建他们的线下学术经历，在他们的Facebook留言板/状态更新。这篇社交essay代写范文的结果表明,受访者使用他们的帖子/状态更新，披露自己学术的生活信息，包括他们的身份。作为一个学生和学术团体的成员,参与学术活动和学术挑战来应对策略。参与者关注其发展,展示了他们披露的这些方面。

事实上14%的更新选择参与本研究，反映学术是他们的大学生活的一部分。比较塞尔温(2009)的研究,发只有4%的英国大学生Facebook帖子反映与学术相关的活动。在这篇essay代写范文的研究中,会考虑到年轻人的身份,包括他们的个人生活,家庭、种族和文化价值观。

Introduction
  We found that college students reconstructed some of their offline academic experiences on their Facebook wall posts/status updates. The results from our thematic analysis showed that our respondents used their wall posts/status updates to disclose information about their academic selves and lives including their identity as a student and member of the academic community, their engagement in academic activities and their strategies for coping with academic challenges. When self-reflecting on their chosen wall posts/status updates, participants focused on their development, achievements and failures and demonstrated their attempts to disclose these aspects of themselves. The fact that 14% of the wall post or updates chosen by participants in the present study reflected academic disclosure demonstrates that their college life is a salient part of their identity. 

  We can compare this to Selwyn’s (2009) study, which found that only about 4% of British college students’ Facebook total posts over an 18-week period reflected academic-related activities. In our study, we did not examine all posts made by students, but instead asked them to choose those which reflected who they were and what was important to them. While 14% is still not a large portion, we must consider that young adults’ identities are composed of various aspects and roles, including their personal life, family, ethnic and cultural values, religion, etc. (Subrahmanyam & ?mahel, 2011). Thus, these results demonstrate that academic domain is one of the aspects of identity that are regularly explored and presented by students on social networking sites such as Facebook. More specifically, thematic analysis revealed that some of the statements reflected participants’ academic roles and the importance of their engagement in academically-oriented activities. 

  For instance, a 22 year-old female participant expressed on Facebook that she had to, ‘‘bypass[ed] my love for sweets for studying,’’ as she ‘‘feel[s] school is important’’. Another example further illustrates this point: a male participant chose to provide the following statement that best captured who he was: ‘‘I’m studying at the library... [it is important to me because] it shows who I am and because I am at the stage of my life where I decided to take my education seriously’’. Such a response suggests that students use sites like Facebook to document their sense of student-role identity exploration and to demonstrate their commitment to this aspect of their self. Other students demonstrated similar levels of pride in their student identity by describing their affiliation with their university and broadcasting their academic accomplishments. 

  By making such statements on Facebook, these young adults may be further cultivating and consolidating their student identity by making public declarations to others (Subrahmanyam, 2007). Another key developmental concern for college-aged young adults is intimacy (Arnett, 2007). Our findings also indicate that college students may share instances of college life with friends and others via Facebook, who might also be in college. Participants explained that sharing information on important academic tasks and events was a way of updating their friends, family members, and others about their school and learning experiences. Such self-disclosure about students’ academic experiences may help increase intimacy and social connection with important people in their lives. An important feature of intimacy is disclosure of affective states (Laurenceau, Barrett, & Pietromonaco, 1998), and our analysis showed that students disclosed an array of affective states on Facebook regarding academically-related activities, roles, responsibilities, expectations, and events. 

  In fact, participants’ chosen Facebook wall posts/status updates included frequent instances of positive states regarding academically-related activities, followed by negative states, and neutral states. For instance, a 19 year-old female college student expressed her excitement by posting, ‘‘GUESS WHO GOT A B ON HER BIO EXAM!!! I DID!. While students expressed their optimism and excitement about completing important tasks (e.g., research proposal papers) successfully, they also shared their frustration and stress as a result of hectic schedules, school requirements and responsibilities. It appeared that our participants were using Facebook to ‘‘vent’’ as well as to broadcast various affective states concerning issues related to academics. 

  Furthermore, such statements may ultimately help them to cope with these difficulties by receiving support from others in response to this disclosure (Valkenburg & Peter, 2011). Interestingly, students also used different strategies (e.g., emoticons, letter repetition) to amplify their affective states online. This is similar to what has been demonstrated in the literature concerning social interactions and emotional bonding in online contexts (e.g., Sherman, Michikyan, & Greenfield, 2013). Thematic analysis of participants’ explanations enabled us to bring out the meanings of college students’ online academic disclosure, in a manner not done before. For example, ‘‘checking in’’ (a feature of Facebook) at the University, as one student put it, was a way to show her sense of commitment to school and studies.（essay代写)

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