Jane Guiller

I Totally Agree with You: Gender Interactions in Educational Online Discussion Groups

This paper discusses findings from an extensive project examining gender, language and computer-mediated communication (CMC) in the context of undergraduate psychology courses. The contributions of 197 introductory psychology students (148 females, 49 males) participating in asynchronous CMC as part of their course were collated and coded for their language content using a qualitative content analysis procedure in Atlas.ti 4.2. Nearly 700 postings were characterised according to gender on the basis of seven categories relating to language and communication style - attenuated, authoritative, traditional male and female language features, mixed language, positive socioemotional and negative socioemotional. Gender interactions were analysed in terms of positive and negative socioemotional content, focusing on explicit markers of agreement and disagreement. Gender-related patterns in language use and interaction style were found. Females were more likely than males to make attenuated contributions and express agreement, whereas males were more likely than females to make authoritative contributions and express disagreement. These results are discussed in terms of the implications for the increasing use of CMC in education.

Gender, Internet Experience, Internet Identification, and Internet Anxiety: A Ten-Year Followup

In 2002, we found gender differences in the use of the Internet. Since then, however, the Internet has changed considerably. We therefore conducted a follow-up study in 2012. The study involved 501 students (389 females and 100 males, 12 participants unspecified gender) and we measured Internet use, Internet anxiety, and Internet identification. We found that males had a greater breadth of Internet use; they used the Internet more for games and entertainment than females. The differentiation between males and females in terms of Internet use is evident, and in some ways is even more distinct than 10 years ago. In our previous research we had found no gender differences in the use of the Internet for communication, whereas in the current study we have found that females use the Internet for communication than males and were using social network sites more than males. We also found, consistent with our previous study, that Internet identification and Internet anxiety were related to Internet use.

The Impact of Pathological Levels of Internet-Related Anxiety on Internet Usage

This article compares the use of the Internet during the first year of university education of students who have pathological levels of Internet anxiety with those who do not. Two hundred and sixteen first year psychology students (females 184, males 32) were surveyed for their levels of Internet-related anxiety, from which 12 (5.6%) were identified as having pathological levels (termed “technophobic”). At the beginning of the year, there were no differences in Internet usage between the two groups. However, at the end of the academic year, the non-technophobic group had increased their Internet usage, while the technophobic group had decreased their Internet usage. For the technophobic group, changes in Internet-related anxiety over the academic year correlated with changes in Internet usage. The technophobic group perceived a greater need for informal (home-based) support and formal (university-based) support than the non-technophobic group, though largely did not receive support. For the non-technophobic group, informal support was related to increased Internet usage. The decrease in usage in the technophobic group was particularly marked in those who did not receive support. Support did not impact upon changes in Internet-related anxiety. As study at university requires an increase in the use of Information Communication Technology, identification of Internet-related anxieties is crucial. Left unaddressed, this study suggests that a student experiencing pathological levels of Internet-related anxiety could become increasingly disadvantaged through their academic studies when Internet-based resources are required for study. These findings are discussed in terms of supporting technophobic students at university.

Internet identification and future internet use.

This paper reports a study investigating the relationship between Internet identification and future Internet use. We predict that Internet identification is stable over time and that it is predictive of future use. The participants were 216 undergraduate students (184 females and 32 males) from five universities in the United Kingdom. They completed a questionnaire concerning their use of the Internet and a measure of Internet identification at the start of the academic year and at the end of the academic year. We found that Internet identification measured at the beginning of the academic year was positively related to Internet identification measured at the end of the academic year. Furthermore, there was a positive relationship between Internet identification and future general Internet use and a positive relationship between Internet identification and future educational Internet use.

“Is That Your Boyfriend?” An Experiential and Theoretical Approach to Understanding Gender-Bending in Virtual Worlds

This chapter aims to provide analyses of real-life player interactions in multiplayer online games/virtual worlds, using traditional theories of identity from sociological and psychological perspectives. The chapter focuses on actual player experiences and social interactions in several online environments. Central to these player experiences are the related theoretical and psychological concepts of gendered selves, status and power differentials and the relationship between online and real-life identities.