Download - Copyright by Peyman Rashidian 2016
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The Thesis Committee for Peyman Rashidian
Certifies that this is the approved version of the following thesis:
Online Use
APPROVED BY
SUPERVISING COMMITTEE:
Matthew Eastin
Vincent Cicchirillo
Supervisor:
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Online Use
by
Peyman Rashidian, BA; MA
Thesis
Presented to the Faculty of the Graduate School of
The University of Texas at Austin
in Partial Fulfillment
of the Requirements
for the Degree of
Master of Arts
The University of Texas at Austin
May 2016
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Abstract
Online Use
Peyman Rashidian, MA
The University of Texas at Austin, 2016
Supervisor: Matthew Eastin
Today’s social network sites give consumers control over producing, circulating
and consuming content, thus allowing platforms such as Facebook, YouTube, and
Wikipedia to compete with bigger media (i.e., television, newspapers, etc.). To better
understand this complex and competitive environment, the current study examines user
motivations for consuming, creating, and participating on Facebook, YouTube, and
Wikipedia. In order to understand why users consume, create and participate, the uses
and gratifications framework is applied. Data indicate that while motivations do vary
across platforms, entertainment was the most common expectancies across Facebook,
YouTube, and Wikipedia for consuming, creating, and participating.
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Table of Contents
Chapter 1: Introduction .............................................................................................1
Chapter 2: Literature Review ...................................................................................3
Uses and Gratifications Approach ...................................................................5
Bridging U&G To UGC...................................................................................7
Gratification Expectancies ...............................................................................7
Chapter 3: Research Questions ..............................................................................11
Chapter 4: Methodology ........................................................................................12
Data Analysis ................................................................................................12
Sample............................................................................................................12
Procedure .......................................................................................................12
Dependent Measure .......................................................................................13
Independent Measure .....................................................................................13
Chapter 5: Result .....................................................................................................17
Chapter 6: Discussion and Conclusion ..................................................................27
Appendix A: Survey...............................................................................................29
References ..............................................................................................................86
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List of Tables
Table 1: Wikipedia-Consume ........................................................................18
Table 2: Facebook-Consume ..........................................................................19
Table 3: YouTube-Consume ..........................................................................20
Table 4: Facebook-Create ..............................................................................22
Table 5: YouTube-Create ...............................................................................23
Table 6: Facebook-Participate ........................................................................25
Table 7: YouTube-Participate ........................................................................26
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Chapter 1: Introduction
Over last several decades, both traditional and interactive media have developed into a
complex and dynamic form of content presentation. Established in 1980, Usenet was a
discussion network allowing users to read and post messages in different categories for the first
time. Years later, the Prodigy Communication Corporation launched the first online service with
a graphical user interface, thus, pioneering what is now known as web portals. In 2005 the
British Broadcasting Corporation started a small project focusing on user generated content
(UGC). In a short period of time, they received thousands of pictures and video clips from the
audiences. With the advent of web2.0 technologies, today, traditional media is available to
consumers at their most convenient time and location. Moreover, creating an equal playing
ground with “big media”, today’s new technologies give consumers control over producing,
circulating and consuming the content (Daugherty, Eastin, Bright & Chu, 2011). As consumers
increasingly migrate to online venues, media researchers, including those interested in uses and
gratifications (U&G) theory, have also turned their attention to better understanding how, why,
and what effect audiences use newer media. Simply,
Severo (2015) defines UGC as video, blogs, discussion forum posts, digital images or
audio files created by consumers or end-users made publicly available to other consumers and
end-users. Simply, publicly created or produced media content primarily distributed on the
Internet is considered UGC (Daugherty, Eastin & Bright, 2008). Juxtaposing UGC, Khan (2013)
suggests UGC is media content generated by the consumers instead of the traditional journalists
and reporters (para.1). That is, Khan suggests the average users on Twitter and Facebook are
now disseminating current news instead of journalist.
2
Beginning in 2004 and the growing web 2.0 market, UGC has formed a plethora of niche
markets within the media landscape, generating more than $450 million in advertising revenues
(Daugherty et al. 2008). Blogs, podcast, and news feeds are now added into top television
networks’ media strategies, proving the perceived ability of UGC to interact effectively with
today’s consumers.
The current research is meant to understand what motivates different components of
UGC. To this end, this study will leverage audience’s perceived expected gratifications to predict
user consumption, participation, and creation. Here, traditional media motivations such as
entertainment, information, and social, as well as newer motivations such as self-reactive, self-
expression, and self-actualization will be used to predict consumption, participation, and creation
of UGC.
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Chapter 2: Literature Review
Every day, 6500 new videos are uploaded on YouTube and more than 6 million pictures
on Facebook (Idato, 2006; McGirt, 2007; Shao, 2009). People use popular sites such as
Facebook to satisfy social needs via communicating online with one another. Virtual
Communities are formed through audiences communicating about sharing interests, sociability,
and identity. “Given that virtual communities are often built around user-generated contents, and
responding to content is argued to be an integral part of community development since it can
reinforce dynamic content creation” (Shao, 2009, p.11). People increasingly make use of
Facebook, and other social media to “learn how to make sense of things from their peers on just
about any subject” (Bowman & Willis, 2003, p. 40). Social sites such as YouTube represent a
combination of the traditional options of television, music, and film. Wikipedia, also
representing an online social network, allows audiences to produce articles or edit exciting
articles, with immediate, obvious, and available result to the world (Bandura, 1995). Research
suggests that science-related knowledge-seeking people find Wikipedia easy to use and
informative (Rainie & Tancer, 2007).
Shao (2009) argues that individuals consume, participate and produce UGC in different
ways for different purposes. This research tries to shed light on users’ motivations of consuming,
creating, and participating UGC on social media. The current research will use platforms such of
Facebook, YouTube and Wikipedia to examine individuals’ motivations of consuming, creating,
and participating UGC. UGC definitions are divided in three parts for each medium as follows:
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Wikipedia:
● Consuming: Reading the article by individuals.
● Creating: Creates articles by anyone registered on the site.
● Participating: Editing and sharing the articles by anyone registered on the site.
YouTube:
● Consuming: Watching videos and reading comments provided by others.
● Creating: Uploads videos on YouTube by anyone registered on the site.
● Participating: Sharing, liking and writing comments by individuals.
Facebook:
● Consuming: Watching and reading whatever is created and shared by others.
● Creating: Users create posts, uploads their own Images and videos.
● Participating: Sharing others post, videos and Images, Liking others post, videos
and Images, writing comment on others post, videos and images. Sharing UGC
created outside social media.
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USES AND GRATIFICATIONS APPROACH
The uses and gratifications (U&G) approach helps researchers understand the connection
between media usage and gratification sought and obtained. U&G began in the 1940s when
researchers became intrigued about why audiences involved in different forms of media
behavior, such as listening to the radio or reading the newspaper (Dozier & Rice, 1984;
Ruggiero, 2000). Blumler and Kate’z (1974) suggest that in addition to understand how media
influences people, we should also be concerned with what people do with media. This
perspective was a concern of many mass communication researchers who agreed that it is
necessary to embrace a new view of mass communication process which supports the concept of
an active audience. Early U&G research suggested five basic assumptions. The first one
concentrates on motivation and indicates that users consume media based on their goals and
purposes. The second assumption is that the content was selected actively by media users. The
third suggests media use and behavior are affected by social and psychological former variable.
The fourth one suggests that there are functional alternatives to media use in that other
communication can also satisfy wants and needs. And finally, media selection is a conscious
choice (Rubin, Perse, & Powell, 1985). What is known as the uses and gratifications approach by
mass communication scholars today is generally identified to be a sub-tradition of media effects
research (McQuail, 1994; Ruggiero, 2000).
Uses and gratifications suggests that social and psychological motives direct audiences to
select a particular media to satisfy needs (Blumer, 1979; Katz, Blumler & Gurevitch, 1974;
Rubin,1993,2002; Haridakis,2013; Eastin, Cicchirillo & Mabry, 2015). Many Studies (e.g.
Charney & Greenberg, 2001; Chou & Hsiao, 2000; Flanagin & Metzger, 2001; Papacharissi &
Rubin, 2000; Pai & Arnott, 2013; Song, LaRose, Eastin & Lin, 2004; Stafford & Stafford, 2001;
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Eastin, Cicchirillo & Mabry, 2015) have used the uses and gratifications approach to
demonstrate why people choose a particular media to fulfill needs. The results generally show
that gratifications help to explain the way people use media (Rosengren, Wenner & Palmgreen,
1985). Depending on expectations, individuals select media or message alternatives (Rubin,
2009). According to UGT, the audience has control over their media consumption and assumes
an active role in interpreting and integrating media into their own lives. Moreover, UGT suggests
the media and other sources of information compete against each other for viewers’ gratification
(Blumler & Gurevitch, 2001).
Relaxation, entertainment, social interaction, information, arousal, escape, and parasocial
interaction are among the reasons recognized by researchers for consuming media (Rubin, 2009;
Eastin, Cicchirillo & Mabry, 2015). However, research shows that information, entertainment,
and social gratifications are the main (i.e., consistent) reasons individuals use a particular media
(LaRose & Eastin, 2004; Eastin, Cicchirillo & Mabry, 2015).
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BRIDGING U&G TO UGC
UGC helps consumers connect with each other and feel important (Daugherty el al.
2008). Consumers have greater tendencies to create blogs, post within discussion forums, and
construct Web sites than simply to consume these forms of UGC (Daugherty el al. 2008). On the
other hand, audiences are more willing to watch videos, view pictures, listen to audio, and visit
Wiki sites when experiencing UGC rather than when creating such content. Daugherty el al.
claimed a significant correlation between consumers’ attitudes toward User Generated Content
and creation and consumption of the content. Thus, it is important that a positive consumer UGC
experience is created, “in terms of both products offered and content provided by marketers to
promote goods and services through UGC” (Daugherty el al. 2008, p.8).
This research will look to traditional motivations such as information, entertainment,
social, self-reactive (i.e., similar to a mood management construct), self-expression, and self-
actualization expectancies at the macro-level to evaluate media expectancy differences across
Facebook, YouTube, and Wikipedia.
GRATIFICATIONS EXPECTANCIES
Self-Expression Expectancies
The presentation of one’s own identity is referred to self-expression. There is a
supposition that people are in need of expressing their “true” or inner self to the outside word,
and let others know them as they see themselves (Goffman, 1959; McKenna & Bargh, 1999;
Swann, 1983; Shao, 2009). On user-generated sites such as venues where blogging, video
casting, and other self-expression activities, self-expression becomes an important motivation
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(Shao, 2009). Simply, UGC allows users to present themselves directly or indirectly through
topic, pictures, and words (VanLear, 2005; Shao, 2009). Urista and Dong ( 2009) also claims that
SNSs are being used as a tool by many youth to create an attractive identity, in which they are
able to make their character based on what they want to be seen like; which consequently
increases one’s self-steam, not only in the online world, but also in the real world. In other
words, they have the luxury and convenience of depicting themselves from their own phone or
computer.
Self-Actualization Expectancies
Self-actualization is defined as “working on one’s own identity and reflecting on one’s own
personality” (Trepte, 2005, p. 170). As a motivation, self-actualization comes from unconscious
mind which is instinctive and primitive (Mook, 1996), but it can also be considered a
psychological trigger of personal awareness, desire to be recognized and acceptance by others
(Kollock, 1999; Rheingold, 1993; Shao, 2009). SNS are being used by young people to create an
online identity that resemble a desirable self that will enhance one’s identity and sense of self in
both in the online and “real” world (Urista el al. 2008). Further, Shao suggests that self-
expression and self-actualization drive individuals to produce content in order to construct their
own identities.
Social Expectancies
Early research on traditional media such as television defined social expectancies through
parasocial interactions. Parasocial interaction is defined as a one sided relationship between the
user and the media. For example, the relationship between a fan and a celebrity or sport club
would be considered a parasocial interaction. Internet related research extends and deviates from
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the parasocial interaction to the way people create a social network around them in a virtual
environment (McGuire, 1974, LaRose & Eastin, 2004). Specifically looking to SNS, Johnson
and Yang (2009) argued that users use Twitter to connect and communicate with other users,
share thoughts in a public forum and keep track of what other users are talking about. This
research also indicates that “It may be that users first sign up for Twitter due to expectations of
satisfying social motives, but our results indicate that either a) information motives become more
important over time as an individual’s use of Twitter increases; or b) social motives were never
important to begin with” (p.19). Thus, the current research will look to see if social expectancies
predict the creation, participation and consumption of Facebook, YouTube and Wiki.
Information Expectancy
Information acquisition has been a significant predictor of media consumption (Flanagin &
Metzger, 2001). Information is often defined as the opportunity to obtain local, regional and
world news, information about people and places, and finally, knowledge acquisition (Charney
& Greenberg, 2002; Livaditi, Vassilopoulou, Lougos, & Chorianopoulos, 2003). In the past,
television has been considered the leading information outlet, however, information immediacy,
depth, and potential customization position media such as the Internet as functionally superior
(Flanagin & Metzger, 2001). Moreover, the immediacy of social media information supports the
idea that due to their accessibility and openness, users today use social network sites (SNS) such
as Facebook to collect information (Urista el al, 2009). The current research will look to see if
information expectancies predict the creation, participation and consumption of Facebook,
YouTube and Wiki.
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Entertainment and Self-Reactive Expectancies
Some researchers consider entertainment as a psychological need which is often defined
as a state of metal relaxation, even if it means an escape from reality (Eastin & Cicchirillo, &
Mabry, 2015; Palmgreen & Rayburn, 1979; Rubin, 1984). While early research simply collapsed
all forms of entertainment into a single construct, recent research focusing on digital
technologies, defines entertainment along multiple demisions, such as cognitive activity and self-
reactive incentives (i.e., alleviate dysphoric moods) (LaRose & Eastin, 2004; Eastin &
Cicchirillo, & Mabry, 2015). Given the current research is looking specifically at digital
technologies it will consider how entertainment, defined through general entertainment as well as
self-reactive incentives, predicts social media consumption, participation, and creation.
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CHAPTER 3: RESEARCH QUESTIONS
Research Question 1a: Does Self- Expression predict the creation of content on Facebook,
YouTube, and Wiki?
Research Question 1b: Does Self- Expression predict the participation in Facebook, YouTube,
and Wiki?
Research Question 1c: Does Self- Expression predict consumption of content on Facebook,
YouTube, and Wiki content?
Research Question 2a: Does Self- Actualization predict the creation of content on Facebook,
YouTube, and Wiki?
Research Question 2b: Does Self- Actualization predict the participation in Facebook,
YouTube, and Wiki?
Research Question 2c: Does Self- Actualization predict consumption of content on Facebook,
YouTube, and Wiki content?
Research Question 3a: What expectancies (i.e., entertainment, social, information, and self-
reactive) predict the creation of content on Facebook, YouTube, and Wiki content?
Research Question 3b: What expectancies (i.e., entertainment, social, information, and self-
reactive) predict the participation of content on Facebook, YouTube, and Wiki content?
Research Question 3c: What expectancies (i.e., entertainment, social, information, and self-
reactive) predict the consumption of content on Facebook YouTube, and Wiki content?
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CHAPTER 4: METHODOLOGY
Data Analysis
All analyses were done using IBM SPSS Statistics v 20. Research Question 1a through
Question 3c were examined through a Stepwise Regression in which several demographic
variables were controlled while media use and expectancies were examined across each
platform. Only Facebook and YouTube were analyzed for creation and participation models due
to the low sample size for Wiki creation (N = 21) and participation (N = 30).
Sample
Data consisted of 271 U.S. adults ranging in age from 19 to 74 (M = 39, SD = 12.87). Of
those who participated, 51% were female and 49% were male, and their educational backgrounds
varied from less than high school diploma to doctorate degree. Specifically, less than 1% did not
earn a high school degree, 12% were high school graduates, 25% had some college education,
12% earned a two years degree, 31% earned a four year degree, 20% earned a professional
degree, and finally, 1% earned a doctorate degree. Of those who participated, 80.1% were
White/Caucasian, 7% were African American, 5.2% were Asian, 4.4% were Hispanic, 0.7%
were Native American, 0.4% were Middle Eastern/North American, and 2.2% had other
ethnicity.
Procedure
Qualtrics software, an online survey utilizing, was posted on the “Human Intelligence
Task (HIT)” website on Amazon’s Mechanical Turk (AMT) platform. Respondents were able to
preview the survey prior to participating, which include the description of the study, the criteria
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for participation, the compensation structure and the estimated length of time necessary to
complete the survey. Based on an examination of the best practice on AMT, the compensation
rate was established at 50 cents per survey. The “HIT” remained posted for a total 14 days.
Dependent Measure
Access to the social media: Measuring how often participants’ access to social media was used
to realize how many times users access to Wikipedia, Facebook, and YouTube. Social Media
Access was assessed by asking participants how often the access Facebook, YouTube and Wiki.
Specifically, a 12 point likert scale was used for each platform. Scaling included once a month, a
couple times a month, several times a month, weekly, a couple times a week, several times a
week, daily, a couple times a day, several times a day, hourly, couple times an hour, and several
times an hour (Facebook accessed, M= 7.66, SD= 2.75: YouTube Accessed, M= 6.80, SD= 2.23:
Wikipedia accessed, M=5.23, SD= 2.17).
Independent Measure
Self-Expression: Self-Expression expectancy was adopted from Eastin (2015). It was measured
with five items estimating the likelihood of using each platform to “to express what I feel”,
“Let’s others know what I am up to”, “to Express myself freely”, “to share what I think”, “to
express my personal Value” on 7 Likert scale ranging from “strongly disagree” (score = 1) to
“strongly agree” (score = 7). The scale was used across Facebook, YouTube, and Wikipedia for
consuming, creating, and participating (Facebook create, α = 0.94 M=4.65, SD= 1.49: YouTube
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Create, α = 0. 0.89, M= 4.07, SD=1.64: Facebook participating, α = 0. .92 M=4.50, SD= 1.53:
YouTube participating, α = 0.94, M=3.67, SD= 1.67: Facebook Consuming, α =0.96 M=3.78
SD=1.80: YouTube consuming, α =0.97, M=3.28, SD=1.81: Wikipedia consuming, α =0. 93,
M=3.20, SD= 2.24).
Self-Actualization: Self- Actualization expectancy was adopted from Eastin (2015). It was
measured with six items estimating the likelihood of using each platform to “Support my self-
image”, “Seeking recognition”, “Provide help to others”, “Increasing my self-esteem”, “Find
others who respect my views” , “Seeking Fame” on 7 Likert scale ranging from “strongly
disagree” ( score = 1) to “strongly agree” ( score = 7). The scale was used across Facebook,
YouTube, and Wikipedia for consuming, creating, and participating (Facebook create, α = 0 .90,
M=3.56, SD=1.46: YouTube Create, α = 0.88, M=3.46, SD= 1.56: Facebook participating, α =
0.89, M=3.40, SD= 1.45: YouTube participating, α = 0.93, M= 3.03, SD= 1.54: Facebook
Consuming, α =0.93, M=3.12, SD=1.59: YouTube consuming, α =0.94, M=2.96, SD=1.64:
Wikipedia consuming, α =0.93, M=3.20, SD=2.24).
Each of the following Expectancy Motivations were adopted from LaRose & Eastin
(2004) and Eastin (2015). Each expectancy construct was measured with a likert-type scale
ranging from “Strongly Disagree” (score=1) to “Strongly Agree” (score=7).
Social Expectancy: The social expectancy scale was measured with four items estimating the
likelihood of using each platform to “Feel I like I belong to a group”, “Communicate with many
people at the same time”, “Showing I have a same point of view”, “Find something to talk
about” on 7 Likert scale ranging from “strongly disagree” (score = 1) to “strongly agree” (score
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= 7). Social expectancy was used across Facebook, YouTube, and Wikipedia for consuming,
creating, and participating (Facebook create, α = 0.85, M=4.38, SD= 1.42: YouTube Create, α =
0. 81, M= 3.56, SD= 1.57: Facebook participating, α = 0.84, M= 4.48, SD=1.48: YouTube
participating, α = 0.89, M= 3.45, SD=1.59: Facebook Consuming, α =0.88, M= 3.95, SD= 1.65:
YouTube consuming, α = 0. .92, M= 3.41, SD= 1.69: and Wikipedia consuming, α =0.92,
M=3.55, SD= 2.27).
Information Expectancy: The information expectancy scale was measured with three items
estimating the likelihood of using each platform to “Find a wealth of information”, “Obtain
information that I cannot find elsewhere” , and “Find information faster” on 7 Likert scale
ranging from strongly disagree ( score = 1) to strongly agree ( score = 7). The scale was used
across Facebook, YouTube, and Wikipedia for consuming, creating, and participating( Facebook
create, α = 0.92, M= 3.67, SD= 1.61: YouTube Create, α = 0.94, M= 3.09, SD= 1.8: Facebook
participating, α = 0.96, M= 3.94, SD= 1.6: YouTube participating: α = 0.95, M= 3.71, SD= 1.79:
Facebook Consuming, α =0.90, M= 4.50, SD= 1.54: YouTube consuming, α = 0.91, M= 4.69
SD= 1.52: and Wikipedia consuming, α =0.81, M=5.20, SD=1.02 ).
Entertainment Expectancy: The entrainment expectancy scale was measured with four items
estimating the likelihood of using each platform to “Feel entertained”, “Find a way to pass the
time”, “Enjoy using it”, “it is fun” on a 7-point Likert scale ranging from strongly disagree
(Score = 1) to strongly agree (Score=7). The scale was used across Facebook, YouTube, and
Wikipedia for consuming, creating, and participating(Facebook Create, α =0.91, M=4.95,
SD=1.47: YouTube Create, α = 0.918 M= 4.73, SD=1.70: Facebook participating, α =0 .91
M=4.92, SD=1.98: YouTube participating, α =0.95, M= 4.81, SD=1.89: Facebook Consuming, α
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=0.93, M=5.14, SD=1.44: YouTube consuming, α = 0.88, M=5.55, SD=1.12: and Wikipedia
consuming, α =0.85, M= 4.10, SD=1.41 ).
Self-Reactive Expectancy: Self- Reactive expectancy was measured with four items estimating
the likelihood of using each platform to “Cheer myself up”, “Relieve boredom”, “Feel less
lonely”, “Forget my problems” on 7 Likert scale ranging from strongly disagree ( score = 1) to
strongly agree ( score = 7). The scale was used across Facebook, YouTube, and Wikipedia for
consuming, creating, and participating(Facebook create, α = 0.88, M= 4.10, SD=1.55: YouTube
Create, α = 0.92, M=3.62, SD= 1.83: Facebook participating, α = 0. .89, M= 3.62, SD= 1.83:
YouTube participating, α = 0.88, M= 3.79, SD= 1.6: Facebook Consuming, α =0. 88, M= 4.10,
SD= 1.60: YouTube consuming, α = 0. 84, M= 4.23, SD= 1.52: and Wikipedia consuming, α =
.86, M= 3.62, SD:=2.01).
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CHAPTER 5: RESULT
Again, due to the low sample size for Wiki creation (N = 21) and Wiki participation (N =
30), only Facebook and YouTube will be analyzed for these behaviors. To begin (see Tables 1, 2
and 3 for details), Wiki consumption is significantly predicted (R2 = .20, F (4,256) = 17.51, p <
.01) by gender (β = -.20, p < .05), entertainment expectancies (β = .22, p < .05), information
expectancies (β = .22, p < .05), and self-actualization (β = .15, p < .05). Comparatively,
Facebook consumption is predicted by gender (β = .14, p < .05), information expectancies (β =
.19, p < .05), social expectancies (β = .21, p < .05), and entertainment expectancies (β = .16, p <
.05). These four variables explained 23% of the variance in Facebook consumption (R2 = .23, F
(4,256) = 20.95, p < .01). Finally, the 9% of the variance explained in YouTube consumption
was driven by gender (β = -.28, p < .05), age (β = -.19, p < .05), and Self-reactive incentives (β =
.20, p < .05) (R2 = .19, F (3, 257) = 19.33, p < .01).
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Table 1: Wikipedia-Consume.
Variable B T R-Squared Changed F-Change df1 df2
Entered Variables
Gender
-0.2 -3.61 0.04 11.82 1 259
Entertainment
0.22 3.43 0.12 36.87 1 258
Information
0.22 3.797 0.03 10.58 1 257
Self- Actualization
0.15 2.454 0.02 6.02 1 256
Excluded Variable
Age
-0.078 -1.38
Self-Reactive
-0.062 -0.6
Social
-0.02 0.12
Self-Expression
-0.1 -0.77
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Variable
B T R-Squared Changed
F-Change df1 df2
Entered Variables
Gender
0.14 2.45 0.04 10.317 1 259
Information
0.19 2.63 0.15 48.497 1 258
Social
0.21 3.2 0.04 14.104 1 257
Entertainment
0.16 2.18 0.01 4.772 1 256
Excluded Variable
Age
-0.07 -1.2
Self-Reactive
-0.11 -1.24
Self-Expression
0.06 0.7
Self- Actualization
-0.07 -0.9
Table 2: Facebook-Consume.
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Variable
B T R-Squared Changed
F-Change df1 df2
Entered Variables
Gender
-0.28 -4.818 0.1 29.164 1 259
Age
-0.19 -3.291 0.044 13.195 1 258
Self-Reactive
0.20 3.511 0.039 12.325 1 257
Excluded Variable
Information
0.05 0.863
Entertainment
0.12 1.941
Social
0.09 1.168
Self-Expression
0.010 1.406
Self- Actualization
0.04 0.618
Table 3: YouTube-Consume.
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Turning to content creation (Tables 4 and 5) on Facebook, data indicate that Facebook is
significantly driven by gender (β = .15, p < .05), self-expression (β = .36, p < .05), and
entertainment expectancies (β = .22, p < .05). These three variables explained 32% of the
variance in Facebook content creation (R2 = .32, F (3, 257) = 41.59, p < .01). In contrast,
creating on YouTube was significantly predicted (R2 = .23, F (2, 92) = 13.85, p < .01) by gender
(β = -.41, p < .05) and social expectancies (β = .24, p < .05).
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Variable
B T R-Squared Changed
F-Change df1 df2
Entered Variables
Gender
0.15 2.83 0.04 10.317 1 259
Self-Expression
0.36 4.96 0.3 97.929 1 258
Entertainment
0.22 3.02 0.02 9.12 1 257
Excluded Variable
Age
-0.09 -1.677
Information
-0.01 0.11
Self-Reactive
-0.31 -0.39
Social
0.02 0.19
Self- Actualization
0.05 0.79
Table 4: Facebook-Create.
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Variable
B T R-Squared Changed F-Change df1 df2
Entered Variables
Gender
-0.41 -4.49 0.173 19.408 1 93
Social
0.24 2.65 0.059 7.02 1 92
Excluded Variable
Age
-0.03 -0.345
Information
-0.02 -0.16
Entertainment
0.03 0.235
Self-Reactive
0.11 0.829
Self- Expression
-0.08 -0.554
Self- Actualization
0.08 0.55
Table 5: YouTube-Create.
24
Examining participation (Tables 6 and 7), data indicate that Facebook participation is
significantly predicted by social expectancies (β = .47, p < .05). This variable explain 22% of
the variance in Facebook participation (R2
= .22, F (1, 93) = 26.12, p < .01). In comparison,
YouTube participation is predicted by gender (β = -.29, p < .05), entertainment expectancies (β =
.21, p < .05) and age (β= -.22, p < .05). These variables explained 23% of the variance in
YouTube participation (R2
= .23, F (3. 257) = 19.93, p < .01).
25
Variable
B T R-Squared Changed F-Change df1 df2
Entered Variables Social
0.47 5.11 0.22 26.11 1 93
Excluded Variable
Age
0.06 0.65
Gender
0.18 2.1
Information
0.17 1.77
Entertainment
0.18 1.4
Self-Reactive
-0.01 -0.68
Self-Expression
0.13 0.73
Self- Actualization
-0.01 -0.06
Table 6: Facebook-participate
26
Variable
B T R-Squared Changed
F-Change df1 df2
Entered Variables
Gender
-0.29 -5.255 0.1 29.164 1 259
Age
-0.22 -3.848 0.04 13.195 1 258
Entertainment
0.21 3.726 0.04 13.881 1 257
Excluded Variable
Information
0.05 0.695
Self-Reactive
0.11 1.346
Social
0.09 1.469
Self-Expression
0.04 0.692
Self- Actualization
0.10 1.637
Table 7: YouTube-participate.
27
CHAPTER 6: DISCUSSION AND CONCLUSION
Audience engagement with UGC is changing use within the traditional media landscape.
This study added to the growing literature seeking to understand why people create, participate,
and consume content on Facebook, YouTube, and Wikipedia.
First, Individuals consume UGC through Wikipedia to fulfil information, entertainment,
self-actualization needs. Comparatively, they consume UGC via Facebook to satisfy information,
social, and entertainment. Finally, self-reactive expectancies predict YouTube consumption.
Also, gender predicted Wikipedia, YouTube, and Facebook consumption, while age only
predicted YouTube consumption. Males consume UGC through Wikipedia and YouTube more
than females and females consume UGC more than males via Facebook. Moreover, information
and entertainment needs both influence the consumption of Facebook and Wikipedia. As Shao
(2009) suggests, the data supports that users consume to satisfy information, entertainment, and
mood management (self-reactive) needs.
Second, individuals create content on Facebook because of self-expression and
entertainment needs. They create content on YouTube to fulfill social expectancies. Gender is a
predictor for creating content on both Facebook, and YouTube. Male consumers create UGC via
YouTube more than females. However, UGC was created by females more than males through
Facebook. Shao (2009) suggests that self- expression and self-actualization are the motives for
creating, but self-actualization was not predicted by the data as a creating motive on any
platforms.
Third, individuals interact with content and other users on Facebook to fulfill social
needs. Additionally, entertainment expectancies drive individuals to interact with content and
28
other users on YouTube. Gender is a predictor of YouTube participation. Males are involved in
participating UGC via YouTube more than females.
Surprisingly, entertainment expectancy was the most common motivation to predict
content creation, participation and consumption via Facebook, YouTube, and Wikipedia. Thus,
as was the case with more traditional media examined over the past 70 years, audiences use
media because they seek entertainment. , That said, these data support the idea that while each
platform investigated can be defined as a SNS, they each present very distinct models of content
consumption, creation, and participation.
29
Appendix A: Survey
Online Use
Q37 Consent to Participate in Internet Research Identification of Investigator and Purpose of
Study You are invited to participate in a research study entitled “Online Use”. This study is
being conducted by Dr. Matthew S. Eastin, Ph.D. and Peyman Rashidian, M.S. of the Stan
Richards School of Advertising and Public Relations at The University of Texas at Austin (300
West Dean Keeton, A1200, BMC 4.338, Austin, Texas 78712, (512) 471-1101,
[email protected], [email protected]). The purpose of this research study is
to examine perceptions related to online use. You are free to contact the investigators at the
above addresses and phone number to discuss any aspects of this study.You must be adult within
the ages of 18-70 years old to participate. If you agree to participate: You will fill out a survey.
This study will take approximately 15 minutes to complete. You will be compensated $0.50
through Amazon Mechanical Turk (MTurk).Your participation in the study will contribute to a
better understanding of the current online use.
Risks/Benefits/Confidentiality of Data. There will be no direct benefit to you for participating in
this study, nor will there be any costs for participating. The potential risks in participating in this
study are no greater than in everyday life. Your MTurk worker ID will only be collected for the
purposes of distributing compensation and will not be associated with survey responses or shared
30
with anyone. Participation or Withdrawal Your participation in this study is voluntary. If at any
time you wish to stop participating, simply close your browser window. However, you must
complete the entire survey in order to be compensated by MTurk. Contacts If you have any
questions about the study, contact the researchers Matt Eastin at [email protected] or
Peyman Rashidian at [email protected].
Questions about your rights as a research participant. If you have questions about your rights or
are dissatisfied at any time with any part of this study, you can contact, anonymously if you
wish, the Office of Research Support by phone at (512) 471-8871 or email at
[email protected]. If you agree to participate, click on the button below to continue. Thank
you!
31
Q38 Have you ever used Facebook?
Yes (5)
No (6)
Q39 Have you ever used YouTube?
Yes (5)
No (6)
Q40 Have you ever used Wikipedia?
Yes (5)
No (6)
Q1 How much time do you spend on Facebook each day?
Hours (1)
Minutes (2)
Q70 What percent of your Facebook usage do you spend on .... Total Must be100
______ Create posts, upload video and Image (1)
______ Share, like, and comment on contents posted by others (2)
______ Watching and reading whatever creates by others (3)
32
Q4 Please rank the activity you do the most whenever you use Facebook.Drag and rank each
options with 1 being the option you like the most and 3 being the option you like the least.
______ Create posts, upload video and Image (1)
______ Share, like, and write comment on contents posted by others (4)
______ Watching and reading whatever created and shared by others (3)
Q67 How much time do you spend on YouTube each day?
Hours (1)
Minutes (2)
Q59 What percent of your YouTube usage do you spend on..... Total must be 100
______ Upload videos (1)
______ Sharing, liking and writing comments on videos created by others (2)
______ Watching and reading whatever creates and shares by others (3)
Q7 Please rank the activity you do the most whenever you use YouTube.Drag and rank each
options with 1 being the option you like the most and 3 being the option you like the least
______ Upload videos (1)
______ Watching and reading whatever creates and shares by others (2)
______ Sharing, liking and writing comments on videos created by others (3)
Q68 How much time do you spend on Wikipedia each day?
33
Hours (1)
Minutes (2)
Q62 What percent of your Wikipedia usage do you spend on... Total must be 100
______ Creating articles (1)
______ Sharing and editing articles (2)
______ Reading articles (3)
Q8 Please rank the activity you do the most whenever you use Wikipedia.Drag and rank each
options with 1 being the option you like the most and 3 being the option you like the least
______ Creating articles (1)
______ Sharing articles and editing articles (2)
______ Reading articles (3)
Q2 Please rank the following social media from most used to least used
______ Wikipedia (1)
______ YouTube (2)
______ Facebook (3)
34
Q54 How often do you use (access) the social media listed below on average?
Onc
e a
Mon
th
(1)
A
cou
ple
time
s a
mon
th
(2)
Seve
ral
times
a
Mont
h (3)
Wee
kly
(4)
A
cou
ple
time
s a
wee
k (5)
Seve
ral
times
a
week
(6)
Dai
ly
(7)
A
cou
ple
time
s a
day
(8)
Seve
ral
times
a day
(9)
Hou
rly
(10)
Cou
ple
time
s an
hour
(11)
Seve
ral
times
an
hour
(12)
Facebo
ok (1)
YouTu
be (2)
Wikipe
dia (3)
Q9 Please rate Facebook on the following:
35
1 (1) 2 (2) 3 (3) 4 (4) 5 (5) 6 (6) 7 (7)
Bad:Good (1)
Not at all helpful:Very
helpful (2)
Not at all useful:Very
useful (3)
Not at all trustful:Very
trustful (4)
Dislike:like (5)
Negative:Positive (6)
Unfavorable:Favorable
(7)
36
Q15 Please rate YouTube on the following:
1 (1) 2 (2) 3 (3) 4 (4) 5 (5) 6 (6) 7 (7)
Bad:Good (1)
Not at all helpful:Very
helpful (2)
Not at all useful:Very
Useful (3)
Not at all trustful:Very
trustful (4)
Dislike:Like (5)
Negative:Positive (6)
Unfavorable:Favorable
(7)
Q16 Please rate Wikipedia on the following:
37
1 (1) 2 (2) 3 (3) 4 (4) 5 (5) 6 (6) 7 (7)
Bad:Good (1)
Not at all helpful:Very
helpful (2)
Not at all useful:Very
useful (3)
Not at all trustful:Very
trustful (4)
Dislike:Like (5)
Negative:Positive (6)
Unfavorable:Favorable
(7)
38
Q40 Why do you upload videos & images and create posts on Facebook? 1= Strongly
disagree 7= Strongly agree
Strongly
DisAgree
(1)
DisAgree
(2)
Somewhat
DisAgree
(3)
Neutral
(4)
Somewhat
Agree (5)
Agree
(6)
Strongly
Agree
(7)
Get
knowledge of
big news
events (2)
Find a wealth
of
information
(3)
Obtain
information
that I cannot
find
elsewhere (4)
Find
information
faster (34)
Feel
39
entertained
(6)
Find a way to
pass the time
(7)
Enjoy using it
(8)
It is fun (9)
Cheer myself
up (10)
Relieve
boredom (11)
Feel less
lonely (12)
Forget my
problems
(14)
Feel I like I
belong to a
group (16)
Communicate
40
with many
people at the
same time
(18)
Showing I
have a same
point of view
(19)
Find
something to
talk about
(20)
To Express
what I feel
(21)
Let’s others
know what I
am up to (22)
To Express
myself freely
(23)
41
To share
what I think
(24)
To express
my personal
Value (25)
Support my
self-image
(26)
Seeking
recognition
(27)
Provide help
to others (28)
Increasing
my self-
esteem (29)
Find others
who respect
my views
(30)
42
Seeking
Fame (31)
Q51 Have you ever upload any videos on YouTube?
Yes (1)
No (2)
If No Is Selected, Then Skip To Have you ever created an article on W...
43
Strongly
DisAgree
(1)
DisAgree
(2)
Somewhat
DisAgree
(3)
Neutral
(4)
Somewhat
Agree (5)
Agree
(6)
Strongly
Agree
(7)
Get
knowledge of
big news
events (1)
Find a wealth
of
information
(2)
Obtain
information
that I cannot
find
elsewhere (3)
Find
information
44
faster (34)
Feel
entertained
(5)
Find a way to
pass the time
(6)
Enjoy using it
(7)
It is fun (8)
Cheer myself
up (9)
Relieve
boredom (10)
Forget my
problems
(11)
Feel less
lonely (12)
Feel like I
belong to a
45
group (13)
Showing I
have a same
point of view
(14)
Communicate
with many
people at the
same time
(15)
Find
something to
talk about
(16)
To Express
what I feel
(17)
Let’s others
know what I
am up to (18)
To Express
46
myself freely
(19)
To share
what I think
(20)
To express
my personal
Value (21)
Support my
self-image
(22)
Seeking
recognition
(23)
Provide help
to others (24)
Increasing
my self-
esteem (25)
Find others
who respect
47
Q44 Why do you upload videos on YouTube? 1= Strongly disagree 7= Strongly agree
Q53 Have you ever created an article on Wikipedia?
Yes (1)
No (2)
If No Is Selected, Then Skip To Why do you Share others post, videos ...
Q45 Why do you create an article on Wikipedia ?
my views
(26)
Seeking
Fame (4)
48
Strongly
DisAgree
(1)
DisAgree
(2)
Somewhat
DisAgree
(3)
Neutral
(4)
Somewhat
Agree (5)
Agree
(6)
Strongly
Agree
(7)
Get
knowledge of
big news
events (1)
Find a wealth
of
information
(2)
Obtain
information
that I cannot
find
elsewhere (3)
Find
information
faster (4)
Feel
entertained
(5)
49
Find a way to
pass the time
(6)
Enjoy using it
(7)
It is fun (8)
Cheer myself
up (9)
Relieve
boredom (10)
Feel less
lonely (11)
Forget my
problems
(34)
Feel like I
belong to a
group (13)
Communicate
with many
people at the
50
same time
(14)
Showing I
have a same
point of view
(15)
Find
something to
talk about
(16)
To Express
what I feel
(17)
Let’s others
know what I
am up to (18)
To Express
myself freely
(19)
To share
what I think
51
(20)
To express
my personal
Value (21)
Support my
self-image
(22)
Seeking
recognition
(24)
Increasing
my self-
esteem (25)
Find others
who respect
my views
(26)
Provide help
to others (27)
Seeking
Fame (35)
52
Q41 Why do you Share, like, and write comment on contents posted by others on Facebook?
Strongly
DisAgree
(1)
DisAgree
(2)
Somewhat
DisAgree
(3)
Neutral
(4)
Somewhat
Agree (5)
Agree
(6)
Strongly
Agree
(7)
Get
knowledge of
big news
events (1)
Find a wealth
of
information
(2)
Obtain
information
that I cannot
find
elsewhere (3)
Find
information
faster (4)
Feel
entertained
53
(5)
Find a way to
pass the time
(6)
Enjoy using it
(7)
It is fun (8)
Cheer myself
up (9)
Relieve
boredom (10)
Feel less
lonely (11)
Forget my
problems
(12)
Feel like I
belong to a
group (13)
Communicate
with many
54
people at the
same time
(14)
Showing I
have a same
point of view
(15)
Find
something to
talk about
(16)
To Express
what I feel
(17)
Let’s others
know what I
am up to (18)
To Express
myself freely
(19)
To express
55
my personal
Value (20)
To share
what I think
(21)
Support my
self-image
(22)
Seeking
recognition
(23)
Provide help
to others (24)
Increasing
my self-
esteem (25)
Find others
who respect
my views
(26)
Seeking
57
Q46 Why do you Share, like and write comments on videos uploaded by others on YouTube ?
Strongly
Disagree
(1)
Disagree
(2)
Somewhat
Disagree
(3)
Neutral
(4)
Somewhat
Agree (5)
Agree
(6)
Strongly
Agree
(7)
Get
knowledge of
big news
events (1)
Find a wealth
of
information
(2)
Obtain
information
that I cannot
find
elsewhere
(35)
Find
information
faster (36)
Feel
58
entertained
(37)
Find a way to
pass the time
(38)
Enjoy using it
(39)
It is fun (40)
Cheer myself
up (41)
Relieve
boredom (42)
Feel less
lonely (43)
Forget my
problems
(44)
Feel like I
belong to a
group (45)
Communicate
59
with many
people at the
same time
(46)
Showing I
have a same
point of view
(47)
Find
something to
talk about
(48)
To Express
what I feel
(49)
Let’s others
know what I
am up to (50)
To Express
myself freely
(51)
60
To share
what I think
(52)
To express
my personal
Value (53)
Support my
self-image
(54)
Seeking
recognition
(55)
Provide help
to others (56)
Increasing
my self-
esteem (57)
Find others
who respect
my views
(58)
62
Q54 Have you ever edited and shared an article on Wikipedia?
Yes (1)
No (2)
If No Is Selected, Then Skip To Why do you read an article on Wiki ? ...
63
Q47 Why do you edit and share the articles on Wikipedia ?
Strongly
Disagree
(1)
Disagree
(2)
Somewhat
Disagree
(3)
Neutral
(4)
Somewhat
Agree (5)
Agree
(6)
Strongly
Agree
(7)
Get
knowledge of
big news
events (35)
Find a wealth
of
information
(36)
Obtain
information
that I cannot
find
elsewhere
(37)
Find
information
faster (38)
Feel
64
entertained
(39)
Find a way to
pass the time
(40)
Enjoy using it
(41)
It is fun (42)
Cheer myself
up (43)
Relieve
boredom (44)
Feel less
lonely (45)
Forget my
problems
(46)
Feel like I
belong to a
group (47)
Communicate
65
with many
people at the
same time
(48)
Showing I
have a same
point of view
(49)
Find
something to
talk about
(50)
To Express
what I feel
(51)
Let’s others
know what I
am up to (52)
To Express
myself freely
(53)
66
To share
what I think
(54)
To express
my personal
Value (55)
Support my
self-image
(56)
Seeking
recognition
(57)
Provide help
to others (58)
Increasing
my self-
esteem (59)
Find others
who respect
my views
(60)
68
Q43 Why do you watch videos and read contents posted by others on Facebook?
Strongly
Disagree
(1)
Disagree
(2)
Somewhat
Disagree
(3)
Neutral
(4)
Somewhat
Agree (5)
Agree
(6)
Strongly
Agree
(7)
Get
knowledge of
big news
events (35)
Find a wealth
of
information
(36)
Obtain
information
that I cannot
find
elsewhere
(37)
Find
information
faster (38)
Feel
69
entertained
(39)
Find a way to
pass the time
(40)
Enjoy using it
(41)
It is fun (42)
Cheer myself
up (43)
Relieve
boredom (44)
Feel less
lonely (45)
Forget my
problems
(46)
Feel like I
belong to a
group (47)
Communicate
70
with many
people at the
same time
(48)
Showing I
have a same
point of view
(49)
Find
something to
talk about
(50)
To Express
what I feel
(51)
Let’s others
know what I
am up to (52)
To Express
myself freely
(53)
71
To share
what I think
(54)
To express
my personal
Value (55)
Support my
self-image
(56)
Seeking
recognition
(57)
Provide help
to others (58)
Increasing
my self-
esteem (59)
Find others
who respect
my views
(60)
73
Q48 Why do you watch videos and read comments provided by others on YouTube ?
Strongly
DisAgree
(1)
DisAgree
(2)
Somewhat
DisAgree
(3)
Neutral
(4)
Somewhat
Agree (5)
Agree
(6)
Strongly
Agree
(7)
Get
knowledge of
big news
events (35)
Find a wealth
of
information
(36)
Obtain
information
that I cannot
find
elsewhere
(37)
Find
information
faster (38)
Feel
74
entertained
(39)
Find a way to
pass the time
(40)
Enjoy using it
(41)
It is fun (42)
Cheer myself
up (43)
Relieve
boredom (44)
Feel less
lonely (45)
Forget my
problems
(46)
Feel like I
belong to a
group (47)
Communicate
75
with many
people at the
same time
(48)
Showing I
have a same
point of view
(49)
Find
something to
talk about
(50)
To Express
what I feel
(51)
Let’s others
know what I
am up to (52)
To Express
myself freely
(53)
76
To share
what I think
(54)
To express
my personal
Value (55)
Support my
self-image
(56)
Seeking
recognition
(57)
Provide help
to others (58)
Increasing
my self-
esteem (59)
Find others
who respect
my views
(60)
78
Q49 Why do you read articles on Wiki ?
Strongly
DisAgree
(1)
Disagree
(8)
Somewhat
Disagree
(2)
Neutral
(3)
Somewhat
Agree (4)
Agree
(5)
Strongly
Agree
(6)
Get
knowledge of
big news
events (35)
Find a wealth
of
information
(36)
Obtain
information
that I cannot
find
elsewhere
(37)
Find
information
faster (38)
Feel
79
entertained
(39)
Find a way to
pass the time
(40)
Enjoy using it
(41)
It is fun (42)
Cheer myself
up (43)
Relieve
boredom (44)
Feel less
lonely (45)
Forget my
problems
(46)
Feel like I
belong to a
group (47)
Communicate
80
with many
people at the
same time
(48)
Showing I
have a same
point of view
(49)
Find
something to
talk about
(50)
To Express
what I feel
(51)
Let’s others
know what I
am up to (52)
To Express
myself freely
(53)
81
To share
what I think
(54)
To express
my personal
Value (55)
Support my
self-image
(56)
Seeking
recognition
(57)
Provide help
to others (58)
Increasing
my self-
esteem (59)
Find others
who respect
my views
(60)
82
Seeking
Fame (61)
Q11 What is your gender?
Male (1)
Female (2)
Q12 What year were you born? For example: 1987
Q13 What is your race?
White/Caucasian (1)
African American (2)
Hispanic (3)
Asian (4)
Native American (5)
Pacific Islander (6)
Middle Eastern/North African (7)
Other (8)
83
Q14 What is the highest level of education you have completed?
Less than High School (1)
High school graduate (2)
Some college (3)
2 year degree (4)
4 year degree (5)
Professional degree (6)
Doctorate (7)
Professional Degree (JD, MD) (8)
84
Q72 How much is household income?
Less than $10.000 (1)
$10.000 to $19.999 (2)
$20.000 to $29.999 (3)
$30.000 to $39.999 (4)
$40.000 to $49.999 (5)
$50.000 to $59.999 (6)
$60.000 to $69.999 (7)
$70.000 to $79.999 (8)
$80.000 to $89.999 (9)
$90.000 to $99.999 (10)
$100.000 to $149.999 (11)
$150.000 or more (12)
Q73 How much time do you generally spend on the Internet each day?
Hours (1)
Minutes (2)
85
Q74 How do you connect to the Internet? (Please select all that apply)
Smartphone (1)
Laptop (2)
Desktop (3)
Others (4)
Q38 If applicable, enter your M-Turk Worker ID:
Q39 Survey ID:2323
86
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Bandura, A. (1995). Self-efficacy in changing societies. Cambridge university press.
Blumler, J. (1979). The role of theory in uses and gratifications studies. Communication
Research, 6, 9–36.
Blumler, J. G., & Gurevitch, M. (2001). The new media and our political communication
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Bowman, S., & Willis, C. (2003). We media. How audiences are shaping the future of news and
information
Charney, T., & Greenberg, B. (2001). Uses and gratifications of the Internet. In C. Lin &
D.Atkin (Eds.), Communication, technology and society: audience adoption and uses.
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