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Dissertation FINAL.pdf (1.57 MB)

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College Students' Attachment and Their Observed Community Blogging Activity

Bartholomew, Mitchell K
http://rave.ohiolink.edu/etdc/view?acc_num=osu1396958884

Abstract Details

2014, Doctor of Philosophy, Ohio State University, Human Ecology: Human Development and Family Science.
Community blogging is a potentially important and innovative educational tool that promotes both the cognitive and social construction of knowledge through individual postings, student-to-student commentary, and hyperlink sharing. However, the intimate nature of postings, the social nature of commentary, and the explorative nature of hyperlinking may activate entrenched relational schemas held by students that have potential to influence their community blogging activity in ways that limit their ability to benefit from an educational blogging project. In an attempt to understand exactly what impact students' relational schemas have on their community blogging activity, the present study examined the direct and indirect associations of students' attachment anxiety and avoidance with four observed measures of their community blogging activity: 1) posting activity, 2) comment activity, 3) hyperlink activity, and 4) the average length of written contributions. Data were collected from 53 undergraduate students enrolled in a 10-week introductory course in which community blogging was a central component of the course structure. Hierarchical regression analyses tested the associations between students' attachment anxiety and avoidance and their observed community blogging activity while controlling for students' self-reported GPA and Internet self-efficacy. In addition, more sophisticated analyses examined (a) whether students' relational motivation for blogging mediated these associations, and (b) whether students' sense of classroom community moderated the second leg of these mediation models and thus the strengths of the indirect effects. Overall, results demonstrated weak evidence that students' attachment was related to their observed community blogging activity, with the exception of one robust finding. Students' attachment avoidance was related to their observed hyperlink activity such that students reporting greater attachment avoidance contributed a greater combined quantity and consistency of hyperlinks across the term. Broader implications about educational community blogging are highlighted in addition to the strengths and limitations of the present research.
Mitchell Schoppe-Sullivan, Ph.D. (Advisor)
Michael Glassman, Ph.D. (Committee Member)
Amy Bonomi, Ph.D. (Committee Member)
116 p.
Curriculum Development; Developmental Psychology; Education; Education Philosophy; Educational Psychology; Educational Technology; Evolution and Development; Higher Education; Teaching; Technology
adult attachment; attachment anxiety; attachment avoidance; the Web; educational technology; educational blogging; community blogging; constructivism; social constructivism; student; student participation; classroom community; Internet self-efficacy

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Citations

  • Bartholomew, M. K. (2014). College Students' Attachment and Their Observed Community Blogging Activity [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1396958884

    APA Style (7th edition)

  • Bartholomew, Mitchell. College Students' Attachment and Their Observed Community Blogging Activity. 2014. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1396958884.

    MLA Style (8th edition)

  • Bartholomew, Mitchell. "College Students' Attachment and Their Observed Community Blogging Activity." Doctoral dissertation, Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1396958884

    Chicago Manual of Style (17th edition)

osu1396958884
2,514
© 2014, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.