Robert Marcel Branch, PhD Proposal Defense, Dissertation Chair, Dr. William Allan Kritsonis
Dissertation Proposal Defense
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Transcript of Dissertation Proposal Defense
Networked Information Behavior During a Life Transition
Fred Stutzman
General Outline Motivation and Background Theoretical Frameworks
Challenges of Transitions Processes of Adaptation
The Social Network During Transition Supportive Networks Everyday Information Behavior
The Proposed Study Dynamics, Outcomes, Uses Evaluation, Comparison, Contributions
Motivation and Background Early Research on SNS
High levels of adoption High levels of disclosure Strong sense of close community
Transition as Inflection Point My transitions: AIM, ICQ, E-mail Their transition: SNS, M/Y/AIM, E-
mail, TXT, and so on. SNS as supportive resource during
transition SNS as informational hub during
change
Stutzman 2006, 2008; Lampe et al., 2006, 2008
Theoretical Framework Conceptions of Transition
Events causing change (e.g. Schlossberg), development (e.g. Arnett), role change (e.g. Fuchs, Ashforth), relocation (e.g. Fisher)
Processes of Transition, Common Components Information search/learning, identity construction, creation and
enactment of roles, development of support network
Adaptation to Transition, Common Components Mediating factors: Perception of transition, individual
characteristics, characteristics of transitional environment.
Adaptation to Transition Characteristics of the transitional
environment Institutional support systems Structure of the transitional
environment Physical settings Support networks
Social support Social networks Personal relationships
Central Challenges of Transition Challenge 1: Adaptation to new environment
Adaptation: Integration into environment, accept and manage losses associated with transition, adjust to new challenges and responsibilities (e.g. Nicholson, Schlossberg)
Challenge 2: Manage transitional stress Transitions are associated with stress
Definition: Social, environmental or personal demands requiring adjustment to behavioral patterns
Often associated with “life events” Related to a range of outcomes, including decreased health, poor
adaptation.
Socio-Technical Support Networks Social Network Site as Supportive Resource Components of Social Support (e.g. Cohen, Cutrona,
Sarason & Sarason) Tangible Support: “Concrete assistance” Informational Support: Advice, guidance, solutions Emotional Support: Caring, empathy Network Support: Being part of a group
Stress and social support : Two processes Direct effect relationship Buffering relationship
Goal of the Proposed Study Examine the role social
network sites play in adaptation to college Explore the supportive role
the social network site during transition
Explore how the social network site is integrated into everyday information seeking frameworks
Methods: Exploring Supportive Role Dual-process support/stress relationship
Direct effect: Presence of supportive social network Measured by exploring size of network Measured by exploring factors associated with growth of network
Buffer effect: Perception of supportive social network Measured by testing relationship between contextual support (at
perceived and received level) and the following outcomes: Stress (PSS-10) Adaptation (Adaptation to college scale)
SNS setting affords opportunity to explore the support hypothesis at both levels, direct and buffer.
Methods: Exploring Supportive Role Exploring the Direct Effect Hypothesis
Dataset: Longitudinal Facebook Dataset, Fall 2005
Research Questions RQ1: What factors are associated with creation of socio-
technical support networks? RQ2: What factors are associated with the growth of socio-
technical support networks?
Methods RQ1: Exploratory network analysis using block modeling,
Erdos-Renyi random graphs with MCMC Estimation RQ2: Longitudinal exploration of network size expansion using
latent growth analysis.
Methods: Exploring Supportive Role Exploring the Buffering
Effect Hypothesis Dataset: Proposed Freshman
web survey
Research Questions RQ1: Does SNS use for
adaptation purposes increase adaptation to college?
RQ2: Does social support perceived and received through SNS decrease stress?
Methods: Exploring Supportive Role Exploring the
Buffering Effect Hypothesis Research Methods Explore RQ1 and
RQ2 individually Fit RQ1 and RQ2
using a structural equation model to test ultimate SNS->Stress->Adaptation hypothesis
Methods: Exploring Everyday Uses The ELIS paradigm (e.g. Savolainen, McKenzie)
Goals of Analysis: Elaborate uses of SNS in relation to transitional information seeking
in context Identify limitations of other methods employed in the study
Proposed Procedure 15-20 Semi-structured interviews with freshman at UNC Compensation: 15.00 Exploring the following subject areas:
Elaborating the use of SNS during information search during transition Understanding how search strategies are moved to the SNS Understanding the strengths and weaknesses of information search in SNS
Methodological Comparisons Goals
Identify analytic weaknesses Explore interesting or unusual findings Develop and refine
model
Questions?
Thank you!