Attitudes, Emotions, and the Use of Emoji in Social Networking Apps by Children, Adolescents, and Young Adults

Autor/in	Zilka, Gila Cohen
Titel	Attitudes, Emotions, and the Use of Emoji in Social Networking Apps by Children, Adolescents, and Young Adults
Quelle	In: Interchange: A Quarterly Review of Education, 52 (2021) 3, S.337-355 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zilka, Gila Cohen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-4805
DOI	10.1007/s10780-021-09439-z
Schlagwörter	Attitudes; Emotional Response; Nonverbal Communication; Social Media; Children; Adolescents; Young Adults; Foreign Countries; Pictorial Stimuli; Telecommunications; Israel + Suchen Sie Ihr Suchwort? Attitude; Einstellung; Verhalten; Emotionales Verhalten; Non-verbal communication; Nonverbale Kommunikation; Soziale Medien; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Ausland; Fantasieanregung; Telekommunikationstechnik
Abstract	In this mixed-method study, we sought to examine attitudes, expression of emotions, and the use of emoji in social networking by children, adolescents, and young adults. A total of 551 participants from Israel completed questionnaires, and 110 participants were also interviewed. The findings indicate that the participants love the social networking applications (SNAs). The reasons they mentioned are availability, accessibility, convenience, efficiency, speed, reliability, and the ability to express emotions by adding emoji. Many have stated that it is easier for them to express feelings in SNAs, that they do not feel embarrassed, and are handling the reactions of others better than in face-to-face situations. They think that they have extensive and productive communication, and attach great importance to the content and messages they receive and send. Some participants did not like the difficulty in maintaining privacy and the exposure to unwanted content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01