Gender differences in mediated communication

GENDER DIFFERENCES IN MEDIATED COMMUNICATION

1. Introduction

There has been a great deal of researches dedicated to find out gender differences in

the use of technology. All of these studies suggested that men used the Internet more than

women. Specificially, a data from Georgia Tech University's report in 1994 showed that

approximately 95% of the total Internet users were men (Graphics, Visualization & Usability

Center[GVU], 1994), and men were more likely to interested in technology than women

(Comber, Colley, Hargreaves, & Dorn, 1997; Kirkpatrick & Cuban, 1998). Conversely,

others suggested there were no gender differences in the use of mediated communication.

Fallows (2005) reported that the proportion of women online was nearly equal to that of men,

and both men and women used it for diffrent things. In general, the proportion of men and

women using mediated communication would change over time and there is no doubt that
1
there would be difference gender in motivation and how they use the Internet.

This research consists of two main variables: gender and mediated communication

use. In particular, mediated communication use is an important factor in practice as well as

life. It is worth noting that this technology helps people communicate more easily with others

without meeting directly. In the fact, social networking websites (SNSs) have become an

integral medium for communicating within and about interpersonal relationships. Some

studies have focused on the beneficial aspects that social networking sites bring to people's

lives. For instance, SNSs has many benefits benefits such as increased social capital, social

support, and relationship maintenance (Ellison, Steinfield, & Lampe, 2007; McEwan, 2013;

Nabi, Prestin & So 2013). Besides, users expect positive outcomes and often visit SNSs for

relaxation, entertainment, or social connection (Ku, Chu, & Tseng, 2013; Park, Kee, &
 Gender differences in mediated communication

Valenzuela, 2009). From there, we can see that the mediated communication use is an

important variable in this paper.

In addition, gender could be the factor that affects the mediated communication use.

The correlation between gender and mediated communication use was based on Social Role

Theory (Eagly, 1987). According to the theory, this text-based style of communication fit

well with the male gender role, which expects men to be agentic, (i.e., to achieve

independence and be task focused). Women, on the other hand, are expected by Social Role

Theory to be more communal (i.e., focused on establishing bonds within social interactions).

To reinforce the accuracy of this theory, Weiser (2000) pointed out that each gender will have

different wants and needs, women tend to use the internet to maintain and focus on

relationships, while men tend to focus on work and research. Many previous studies have

identified the relationship of these two variables, however, there has not been any specific

2 research clarifying this relationship in Vietnam. This has caused many difficulties, hindering

the development of theory as well as the application of businesses in this theory.

This study was conducted with the purpose of examining temporary differences

between men and women in using mediated communication. Furthermore, this study is a

solid evidence to prove that the previous studies are more accurate and provides a valid

empirical evidence in Viet Nam. Through thus research, businesses can identify the needs

and wants of each gender in the use of intermediary media. From there create applications

that suit each gender and need. If businesses are aware of the need to develop the use of

intermediary media of both sexes, it can increase sales, promote economic development and

help people to exploit more personal preferences to can reduce stress more.
 Gender differences in mediated communication

2. Literature view

2.1 What is mediated communication?

Mediated communication was defined as communication carried out by the use of any

technical medium for transmission across time and space (Davis, 2000). It can be known as

another form of communication such as fax, e-mail, phone calls, instant message,... Unlike

face - to - face communication, this kind of communication was once highly socially

restricted to users, in particularly, restricted for the most part to textbased, impersonal forms.

This no longer holds true. Some have found that computer-mediated communication (CMC),

which was an emerging communication modality of computer networks in the first part of

21st century, could solve this situation. Computer networks provide an advanced space where

individuals can send data and messages immediately, easily, at low cost, and over long

distances without meeting each other (Hiltz & Turoff, 1978; Williams, 1977).

3
2.2 Gender differences in mediated communication

Most previous studies indicated that there was a gender difference in the use of

mediated communication. Brosnan (1998) showed that men, compared to women, were more

interested in the world of technology and spent more time for online. On the contrary,

women, compared to men, had a negative attitude to technology and they were more likely to

be worried about using it (Comber, Colley, Hargreaves, & Dorn, 1997; Kirkpatrick & Cuban,

1998). This phenomenon had not changed during the last decade even when women had more

chance to access technology (Durndell & Lightbodys, 1993). One explanation for such

gender differences may be the socialization phenomenon of young girls, which represented

for girls were discouraged from many academic pursuits, particularly in math and science

(American Association of University Women (AAUW), 1992). Because of this gender bias,

Weiser (2000) suggested that women may have less access or need for computers than men.
 Gender differences in mediated communication

Thus, they were less likely to be attracted to courses and careers where the use of computers

and the Internet were important. Weiser's initial research provided additional evidence to

support the accuracy of this finding.

Overall, the Internet was completely dominated by men in the early days, but then

women gradually closed the gap with men. There was a clear evidence that the usage of the

Internet did not demonstrate the difference between user's gender, however, there was a

contrast in motivation and the way they used the Internet (Fallows, 2005). Women reported

that they used social networking sites mainly for interpersonally oriented such as social

interactiona and relationship maintenance, whereas men reported using more for

entertainment and task-and-information focused activities (Chan, Cheung, Shi, & Lee, 2015;

Guadagno & Cialdini, 2002, 2005, 2007; Guadagno, Muscanell, Okdie, Burke, & Ward,

2011; Muscanell & Guadagno, 2012; Weiser, 2000, 2001). It can be said that women had

4 developed their involvement in the Internet and other forms of mediated communication for

over the course of a few years. These actions made them use e-mail more than men, and in a

richer and more attractive way. For instance, women had a positive attitude toward its

efficiencies and convenience and were more likely to spend most of their online time sharing

stories to friends and family than men did (Fallows, 2005). Men and women both shared an

appreciation for positive effects of e-mail, but women tend to feel more satisfied with the role

e-mail played in their life. Thus, women have embraced and participated in more various

kinds of mediated communication as a way to nurturing their relationships.

As Fallows (2005) reported above, women and men used the Internet at similar rates,

but men were still more intense Internet users than women. Namely, the report's data

indicated that men, went online more frequently, had faster Internet connections and were

more likely to access the Internet from home. In particularly, men consumed lots of
 Gender differences in mediated communication

information by using the Internet more than women due to the fact that they were more

confident in themselves when searching and they were less confused with outside

information. These results are based on gender role expectations, which follow the pattern

established by Social Role Theory (Eagly, 1987). The theory indicates that women use the

Internet and others forms of mediated communication to form and maintain relationships,

while men are focused on independence and competition, which are agentic activities (e.g.,

reading the news and getting financial information).

2.3 Social networking sites – another form of mediated communication

Social networks have become a global tendency that attracting a lot of participants

from around the world with different backgrounds. In general, users were mostly from young

individuals, typically college students. Therefore, social networks could be considered to play

an important role in the daily life of the younger generation (Lenhart, 2009). Based on the
5
findings of Fallows (2005), women adapted to the changing and evolving of text-based, and

tend to use the Internet and various form of mediated communication as a tool for

maintaining their relationships. For this reason, social networking sites were quick adopted

by women (Mazman & Usluel, 2011), with their first appearance for the purpose of sharing

photos, personal information, videos, profiles and related contents (Ajjan & Hartshorne,

2008).

There has been a large number of studies dedicated to determine gender differences in

the use of social networking sites (Hargittai, 2008; Peluchette & Karl, 2008). For instance,

the total number of Facebook users in both men and women were the same in 2008

(Hargittai, 2008). However, the data then showed that women seem to be using social

networks at a slightly higher rate than men, specifically, men reported holding 43%, while

women reported holding 57% of Facebook users (Taylor, 2009). This change did not stop
 Gender differences in mediated communication

there, by the end of 2012, Facebook became extremely popular with the increase of more

than 800 million users - more than entire European (Wilson, Gosling & Graham, 2012). More

recently, the findings by Perrin (2015) also indicated that women used the Internet more than

men. In other words, women tend to be at the forefront of using this technology (Taylor,

2009).

3. Methodology

3.1 Sample

For convenience and accuracy, the sample was randomly selected from various

universities in Ho Chi Minh City, with the age range mostly 18-22. According to statistics,

the number of people accessing the questionnaire was 400, but only 384 people answered and
6 took part in the survey. After screening, the usable data was 376 samples, some data were

deleted due to unidentified gender and unreliable responses. Among them, about 44.4% of

respondents are men and 55.6% are women, and most of them are second-year university

students.

3.2 Procedure

The survey is intended to be conducted directly, which means that participants must

complete the paper survey. However, this method may take a long time to collect samples

randomly. Therefore, we conducted an online survey via Google form. The questionnaire was

posted on academic groups and sent to participants via Facebook Messenger, Zalo, Instagram

Direct, etc. Due to the nature of our confidentiality mechanism, we have no way of

distinguishing the participants through academic groups from the participants through social
 Gender differences in mediated communication

networking sites. This is not an important issue because the literature shows that there is no

gender difference in the use of technology at this age regardless of their background.

Participants were asked to answer honestly a 28-item survey from demographic

information to information about using mediated communication (social networking sites, e-

mail, video calls, instant messaging, texting, and phone calls).

3.3 Pilot survey

A pilot survey was conducted with 18 people to consider how well the questionaire

was understood. The questionaire was sent to friends through Facebook Messager, Zalo,

Instagram Direct etc due to limited resources. All of these survey results were not included in

the main results.

A pilot survey was also sent to a highly qualified lecturer from Ton Duc Thang
7
University. Discussing and drawing experience from the trainers, a pilot survey was

completed based on the evaluation of the trainers. Therefore, we changed the level from 7 to

5 and replaced some of the words in the question so that participants could clearly understand

and give more accurate results. In addition, we provide a number of question options and

change the position of the question so that participants feel more comfortable and easier to

survey in order to achieve the most positive survey results.

In order to achieve the initial goal, the survey needs to use an appropriate research

method, namely based on customer survey paper that has captured customers' true opinions in

maximizing interaction: Direct involvement of respondents. However, we conducted an

online survey due to objective factors (Covid 19 disease). The questionaire was built through

Google Form and sent the link for participants.

 Gender differences in mediated communication

3.4 Measure

3.5 Analytic technique

8
 Gender differences in mediated communication

4. References

Ajjan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0

technologies: Theory and empirical tests. The Internet and Higher Education, 11(2), 71-80.

American Association of University Women (AAUW) (1992). How schools

shortchange girls: Executive summary. Washington, DC: The American Association of

University Women Educational Foundation.

Brosnan, M. J. (1998). The impact of psychological gender, gender-related

perceptions, significant others, and the introducer of technology upon computer anxiety in

students. Journal of educational computing research, 18(1), 63-78.

Chan, T. K., Cheung, C. M., Shi, N., & Lee, M. K. (2015). Gender differences in

satisfaction with Facebook users. Industrial Management & Data Systems.

9

Chan, T. K., Cheung, C. M., Shi, N., & Lee, M. K. (2015). Gender differences in

satisfaction with Facebook users. Industrial Management & Data Systems.

Comber, C., Colley, A., Hargreaves, D. J., & Dorn, L. (1997). The effects of age,

gender and computer experience upon computer attitudes. Educational Research, 39(2), 123–

134.

D. David J. Crowley; David Mitchell (prof.) (1994). Communication Theory Today.

<https://archive.org/details/communicationthe00crow/page/8> Retrieved 4 June 2013.

Durndell, A., & Lightbody, P. (1993). Gender and computing: change over time?.

Computers & Education, 21(4), 16–25.

 Gender differences in mediated communication

Eagly, A. H. (1987). Sex differences in social behavior: A social-role interpretation.

Hillsdale, NJ: Erlbaum.

Ellison, N. B., Steinfield, C., & Lampe, C. (2007). The benefits of Facebook

‘‘friends:’’ Social capital and college students’ use of online social network sites. Journal of

Computer-Mediated Communication, 12, 1143–1168. http://dx.doi.org/10.1111/ j.1083-

6101.2007.00367.x.

Fallows, D. (2005, December). How women and men use the Internet.

<https://www.pewresearch.org/internet/2005/12/28/how-women-and-men-use-the-internet/>

Retrieved 11.15.11.

Guadagno, R. E., & Cialdini, R. B. (2002). Online persuasion: An examination of

gender differences in computer-mediated interpersonal influence. Group Dynamics: Theory

10 Research and Practice, 6, 38–51.

Guadagno, R. E., & Cialdini, R. B. (2005). Online persuasion and compliance: Social

influence on the Internet and beyond. In Y. Amichai-Hamburger (Ed.), The social net: The

social psychology of the Internet (pp. 91–113). New York: Oxford University Press.

Guadagno, R. E., & Cialdini, R. B. (2007). Persuade him by email, but see her in

person: Online persuasion revisited. Computers in Human Behavior, 23, 999–1015.

Guadagno, R. E., Muscanell, N. L., Okdie, B. M., Burke, N. M., & Ward, T. B.

(2011). Even in virtual environments women shop and men build: Gender differences in

second life. Computers in Human Behavior, 27, 304–308.

Hargittai, Eszter (2008). Whose space? Differences among users and non-users of

social network sites. Journal of Computer-Mediated Communication, 13, 276–297.

 Gender differences in mediated communication

Hiltz, S. R., & Turoff, M. (1978). The network nation: Human communication via

computer. Reading, MA: Addison-Wesley.

Kirkpatrick, H., & Cuban, L. (1998). Should we be worried. What the research says

about gender differences in access, use, attitudes, and achievement with computers.

Educational Technology(July–August), 56–61.

Ku, Y. C., Chu, T. H., & Tseng, C. H. (2013). Gratifications for using CMC

technologies: A comparison among SNS, IM, and e-mail. Computers in Human Behavior, 29,

226–234. http://dx.doi.org/10.1016/j.chb.2012.08.009.

Lenhart, A. (2009). Teens and mobile phones over the past five years: Pew Internet

looks back.

Muscanell, N. L., & Guadagno, R. E. (2012). Make new friends or keep the old:
11
Gender and personality differences in social networking use. Computers in Human Behavior,

28, 107–112.

Nabi, R. L., Prestin, A., & So, J. (2013). Facebook friends with (health) benefits?

Exploring social network site use and perceptions of social support, stress, and well-

being. Cyberpsychology, Behavior, and Social Networking, 16(10), 721-727.

Peluchette, J., & Karl, K. (2008). Social networking profiles: An examination of

student attitudes regarding use and appropriateness of content. CyberPsychology & Behavior,

11(1), 95–97.

Peluchette, J., & Karl, K. (2008). Social networking profiles: An examination of

student attitudes regarding use and appropriateness of content. CyberPsychology & Behavior,

11(1), 95–97.
 Gender differences in mediated communication

Perrin, A. (2015). Social media usage. Pew research center, 52-68.

Raacke, J., & Bonds-Raacke, J. (2008). MySpace and Facebook: Applying the uses

and gratifications theory to exploring friend-networking sites. CyberPsychology & Behavior,

11(2), 169–174.

Taylor, M. (2009). Women outnumber men on social networking sites. The Wall

Street Journal.<https://blogs.wsj.com/digits/2009/10/07/women-outnumber-men-on-social-

networking-sites/>.

Valenzuela, S., Park, N., & Kee, K. F. (2009). Is there social capital in a social

network site?: Facebook use and college students' life satisfaction, trust, and

participation. Journal of computer-mediated communication, 14(4), 875-901.

Weiser, E. (2000). Gender differences in Internet use patterns and Internet application
12
preferences: A two-sample comparison. CyberPsychology & Behavior, 4, 167–178.

Weiser, E. (2001). The functions of Internet use and their social and psychological

consequences. CyberPsychology & Behavior, 4, 723–742.

Williams, E. (1977). Experimental comparisons of face-to-face and mediated

communication: A review. Psychological Bulletin, 84, 963-976.

Wilson, R. E., Gosling, S. D., & Graham, L. T. (2012). A review of Facebook

research in the social sciences. Perspectives on psychological science, 7(3), 203-220.

 Gender differences in mediated communication

BẢNG HỎI

I/ Lời ngỏ (cover letter)

Chúng tôi là sinh viên Khóa 22 trường Đại học Tôn Đức Thắng, khoa Quản trị kinh

doanh. Hiện tại, nhóm chúng tôi đang làm một dự án nghiên cứu về vấn đề “Sự khác nhau

của giới tính thông qua giao tiếp trung gian”.

Bảng câu hỏi sau đây là một trong những phần quan trọng của dự án. Nội dung

bảng câu hỏi là về cách thức bạn tương tác với công nghệ xã hội. Thông tin thu được từ bảng

câu hỏi chỉ dành cho mục đích nghiên cứu, và không được tiết lộ cho bên thứ ba, bao gồm cả

bạn bè, gia đình của bạn. Chúng tôi xin chịu hoàn toàn trách nhiệm về tính bảo mật của thông
13 tin. Kết quả của toàn dự án sẽ được gửi đến bạn nếu bạn có mong muốn tham khảo.

Bảng câu hỏi gồm câu hỏi, được chia thành 2 phần chính: thông tin chung và

thông tin liên quan trực tiếp tới bài nghiên cứu.

Vì tính chất quan trọng và sự chính xác của dự án, chúng tôi hy vọng bạn cân

nhắc kỹ trước khi đưa ra sự lựa chọn.

Xin chân thành cảm ơn sự giúp đỡ của các bạn!

Mọi thắc mắc xin liên hệ:

1. Lê Minh Anh, e-mail: minhanh.19102000@gmail.com

2. Nguyễn Minh Vũ, e-mail: vubeo1900@gmail.com

3. Dương Kim Ngọc, e-mail: duong@gmail.com

 Gender differences in mediated communication

Bảng câu hỏi khảo sát nghiên cứu

A. Thông tin chung

Những câu hỏi có dấu (*) là những câu bắt buô ̣c.

1. Giới tính của bạn là? *

 Nam

 Nữ

 Khác

14
2. Bạn đang là sinh viên năm mấy? *

 Năm nhất

 Năm hai

 Năm ba

 Năm tư

 Khác

3. Chuyên ngành của bạn là gì?

 Gender differences in mediated communication

…………………………………………………………………………………………

4. Bạn thuộc tôn giáo nào?

 Phật Giáo

 Thiên Chúa Giáo

 Tin Lành

 Không có tôn giáo

 Khác

B. Thông tin về bài nghiên cứu

I. Đánh giá các phương tiện truyền thông

Mức độ từ 1 – 5
15

1 – gần như không

2 – rất ít

3 – trung bình

4 – thường xuyên

5 – rất nhiều

 Các định nghĩa bạn cần hiểu. Hãy đọc qua trước khi làm khảo sát nhé!

 Tin nhắn văn bản (SMS) là loại tin nhắn ngắn, thường dưới 300 ký tự (không

cần internet).
 Gender differences in mediated communication

 Tin nhắn tức thời (Instant Message) là tin nhắn trực tuyến qua các app. Ví dụ:

Messenger (Facebook), Wechat, Skype, LINE...

 Trang web, mạng xã hội (Social Networking Sites). Ví dụ: Instagram,

Facebook, Youtube, Tik Tok...

5. Hiện tại, bạn có tài khoản trên các trang mạng xã hội nào? *

Mô tả: Bạn có thể lựa chọn nhiều đáp án ở phần này.

 Facebook

 Instagram

 Youtube

16  Tik Tok

 Weibo

 Twitter

 Zalo

 Google +

 Linkedln

 Pinterest

 Khác
 Gender differences in mediated communication

6. Trong số đó, bạn thường xuyên sử dụng những trang nào? *

Mô tả: Vui lòng chọn ít hơn số trang bạn đã chọn ở trên.

 Facebook

 Instagram

 Youtube

 Tik Tok

 Weibo

 Twitter

 Zalo
17

 Google +

 Linkedln

 Pinterest

 Khác

7. Tính đến thời điểm này, bạn đang sử dụng những tài khoản tin nhắn tức thời

(instant message) nào? *

Mô tả: Bạn có thể lựa chọn nhiều đáp án ở phần này.

 Gender differences in mediated communication

 Facebook Messenger

 Viber

 LINE

 Skype

 QQ

 Wechat

 Whatsapp

 Khác

18

8. Tài khoản tin nhắn nào bạn thường xuyên sử dụng? *

Mô tả: Vui lòng chọn ít hơn số trang bạn đã chọn ở trên.

 Facebook Messenger

 Viber

 LINE

 Skype

 QQ

 Wechat
 Gender differences in mediated communication

 Whatsapp

 Khác

9. Những ứng dụng e-mail mà bạn đang sở hữu? *

Mô tả: Bạn có thể lựa chọn nhiều đáp án ở phần này.

 Gmail

 Yahoo

 Outlook.com

 AOL
19

 Khác

10. Ứng dụng e-mail được bạn sử dụng nhiều nhất là? *

Mô tả: Vui lòng chọn ít hơn số trang bạn đã chọn ở trên.

 Gmail

 Yahoo

 Outlook.com

 AOL
 Gender differences in mediated communication

 Khác

11. Tần suất bạn sử dụng mỗi loại công nghệ. *

Mô tả: Hãy giả định trong bất kỳ khoảng thời gian nào ( 1 ngày, 1 tuần, 1 tháng).

1 2 3 4 5
Gọi điê ̣n thoại
Tin nhắn văn bản
E-mail
Trang web, mạng

xã hô ̣i
Cuộc gọi video
Tin nhắn tức thời

20 12. Mỗi ngày, bạn thường dành bao nhiêu thời gian để tham gia từng hoạt đô ̣ng

dưới đây?*

Dưới 1 1 – 2 2 – 3 Trên 3

tiếng tiếng tiếng tiếng

Gọi điê ̣n thoại
Tin nhắn văn bản
E-mail
Trang web, mạng

xã hô ̣i
Cuộc gọi video
Tin nhắn tức thời
 Gender differences in mediated communication

13. Bạn có xu hướng sử dụng từng phương tiện này vào khoảng thời gian nào

trong ngày?*

Mô tả: Bạn có thể lựa chọn nhiều đáp án ở phần này.

7 11 14 17 20 00 4–

– 11 giờ – 14 giờ – 17 giờ – 20 giờ – 00 giờ – 4 giờ 7 giờ

Gọi điê ̣n thoại
Tin nhắn văn bản
E-mail
Trang web, mạng

xã hô ̣i
Cuộc gọi video
Tin nhắn tức thời

21
 Gender differences in mediated communication

14. Vào mô ̣t ngày bình thường, trung bình bạn thực hiện/truy cập bao nhiêu… *

1 – 5 6 – 10 Trên 10

lần lần lần

Gọi điê ̣n thoại
Tin nhắn văn bản
E-mail
Trang web, mạng xã hô ̣i
Cuộc gọi video
Tin nhắn tức thời

15. Bạn thường liên lạc với ai thông qua từng phương tiê ̣n này? *

Mô tả: Bạn có thể lựa chọn nhiều đáp án ở phần này.

22

Gia Bạn Thầy Ngườ

Khác
đình bè / cô i yêu
Gọi điê ̣n thoại
Tin nhắn văn bản
E-mail
Trang web, mạng xã

hô ̣i
Cuộc gọi video
Tin nhắn tức thời

16. Mục đích bạn thường xuyên liên lạc với họ thông qua từng phương tiê ̣n này?*

Mô tả: Bạn có thể lựa chọn nhiều đáp án ở phần này.

 Gender differences in mediated communication

Trò Kinh
Học tập Khác
chuyện doanh
Gọi điê ̣n thoại
Tin nhắn văn bản
E-mail
Trang web, mạng xã hô ̣i
Cuộc gọi video
Tin nhắn tức thời

23
 Gender differences in mediated communication

17. Mức đô ̣ ưa thích của bạn đối với các phương tiê ̣n truyền thông. *

1 2 3 4 5
Gọi điê ̣n thoại
Tin nhắn văn bản
E-mail
Trang web, mạng

xã hô ̣i
Cuộc gọi video
Tin nhắn tức thời

18. Khả năng tiếp nhận và bảo mật thông tin của bạn khi sử dụng mỗi phương

tiện truyền thông. *

1 2 3 4 5
24 Gọi điê ̣n thoại
Tin nhắn văn bản
E-mail
Trang web, mạng

xã hô ̣i
Cuộc gọi video
Tin nhắn tức thời

II. Sự tác động của các phương tiện giao tiếp trung gian

Những câu hỏi có dấu (*) là những câu bắt buộc.

 Gender differences in mediated communication

19. Bạn có cho rằng mình sáng tạo không? *

 Có

 Không

20. Bạn cảm thấy mình sáng tạo trong những trường hợp nào?

…………………………………………………………………………………….

21. Mức độ sáng tạo bạn đã sử dụng trong mỗi phương tiện truyền thông.

Gợi ý trả lời: Mạng xã hội không chỉ sử dụng để liên lạc mà còn với mục đích kinh

doanh, bán hàng.

25

1 2 3 4 5
Gọi điê ̣n thoại
Tin nhắn văn bản
E-mail
Trang web, mạng

xã hô ̣i
Cuộc gọi video
Tin nhắn tức thời

22. Công nghê ̣ tác động đến sự căng thẳng của mình như thế nào? *

Gợi ý trả lời: Việc tương tác trên mạng xã hội (những bình luận, hình ảnh, thông tin

tiêu cực / tích cực) khiến bạn suy nghĩ như thế nào? Điều đó có khiến bạn cảm thấy căng

thẳng không?
 Gender differences in mediated communication

1 2 3 4 5

Giảm      Tăng

23. Mức độ căng thẳng đã ảnh hưởng như thế nào đến sự sáng tạo của bạn? *

1 2 3 4 5

Giảm      Tăng

24. Theo bạn, tác động tích cực nào của công nghê ̣ ảnh hưởng đến cuô ̣c sống của

bạn?*

26 …………………………………………………………………………………….

25. Theo bạn, tác động tiêu cực nào của công nghê ̣ ảnh hưởng đến cuô ̣c sống của

bạn?*

……………………………………………………………………………………
 Gender differences in mediated communication

26. Bạn cảm thấy như thế nào khi khả năng sáng tạo bị ảnh hưởng bởi việc kiếm

soát lên môi trường / hoạt động tương tác của mình?

 Căng thẳng

 Mệt mỏi

 Khó chịu

 Bình thường

27. Trong thời đại công nghệ hiện đại, bạn có nghĩ rằng giao tiếp sẽ được sử dụng

một cách sáng tạo không? *

☐ Có

☐ Không
27

28. Nếu có, hãy cho ví dụ về cách bạn tưởng tượng sự sáng tạo được sử dụng?

……………………………………………………………………………………