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Yıl 2023, Cilt: 6 Sayı: 1, 33 - 47, 31.01.2023

Arif Akçay Ahmet Rıfat Kayiş

https://doi.org/10.31681/jetol.1097719
Cited By: 1

Öz

Kaynakça

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Cyberostracism and knowledge sharing: The mediating role of social anxiety in e-learning environments

Yıl 2023, Cilt: 6 Sayı: 1, 33 - 47, 31.01.2023

Arif Akçay Ahmet Rıfat Kayiş

https://doi.org/10.31681/jetol.1097719
Cited By: 1

Öz

Ostracized individuals face a series of negative situations and feel social anxiety during their interactions with others. However, individuals with social anxiety may not share their knowledge because of the discomfort they experience in interactions. The aim of this study is to examine the mediating role of social anxiety in learner–learner interaction in terms of the relationship between cyberostracism and knowledge sharing in e-learning environments. A total of 268 pre-service teachers participated in the study. The study determined the relationship between the variables with Pearson’s correlation coefficients and used a regression-based mediation test to examine the mediator model. It found that cyberostracism was positively related to social anxiety in learner–learner interactions in e-learning environments and negatively associated with knowledge sharing. There was also a negative relationship between social anxiety and knowledge sharing. Moreover, cyberostracism predicted knowledge sharing in e-learning environments. Finally, we determined that social anxiety in learner–learner interactions was the full mediator in the relationship between cyberostracism and knowledge sharing. Therefore, it can be argued that cyberostracism is not a direct predictor of pre-service teachers’ knowledge sharing behavior in e-learning environments and pre-service teachers avoid knowledge sharing due to social anxiety caused by cyberostracism. The research results also led to suggestions for practice and research.

Anahtar Kelimeler

Cooperative/collaborative learning E-learning Knowledge Sharing Cyberostracism Social Anxiety

Kaynakça

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  • Arnone, M. P., Small, R. V., Chauncey, S. A., & McKenna, H. P. (2011). Curiosity, interest and engagement in technology-pervasive learning environments: A new research agenda. Educational Technology Research and Development, 59(2), 181–198. https://doi.org/10.1007/s11423-011-9190-9
  • Avcı-Yücel, Ü., & Ergün, E. (2015). Çevrimiçi öğrenme ortamlarında bilgi paylaşma davranışı ölçeği’nin Türkçe uyarlaması: Bir geçerlik ve güvenirlik çalışması. Başkent University Journal of Education, 2(2), 219–228. http://buje.baskent.edu.tr/index.php/buje/article/view/48
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  • Bernstein, G. A., Bernat, D. H., Davis, A. A., & Layne, A. E. (2008). Symptom presentation and classroom functioning in a nonclinical sample of children with social phobia. Depression and Anxiety, 25(9), 752–760. https://doi.org/10.1002/da.20315
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  • Büttner, C. M., & Rudert, S. C. (2022). Why didn’t you tag me?!: Social exclusion from Instagram posts hurts, especially those with a high need to belong. Computers in Human Behavior, 127, 107062. https://doi.org/10.1016/j.chb.2021.107062
  • Case, T. I., & Williams, K. D. (2004). Ostracism: A metaphor for death. In J. Greenberg, S. L. Koole, & T. Pyszczynski (Eds.), Handbook of Experimental Existential Psychology (pp. 336–351). Guilford Press.
  • Çelik, O. T., & Konan, N. (2019). The mediator role of interaction anxiety in the relationship between social support perception and smartphone addiction. Journal of Education and Future, 15, 63–75. https://doi.org/10.30786/jef.397445
  • Çuhadar, C. (2012). Exploration of problematic Internet use and social interaction anxiety among Turkish pre-service teachers. Computers & Education, 59(2), 173–181. https://doi.org/10.1016/j.compedu.2011.12.029
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  • Islam, S. U., Irfan, B., Jamshed, H., Anjum, I., & Nawaz, M. (2021). Workplace ostracism and knowledge sharing in projectized organizations of Pakistan. International Journal of Business and Economic Affairs, 6(2), 77–88. https://doi.org/10.24088/ijbea-2021-62001
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  • Keskin, S., Şahin, M., Uluç, S., & Yurdugul, H. (2020). Online learners’ interactions and social anxiety: the social anxiety scale for e-learning environments (SASE). Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1769681
  • Kouchaki, M., & Wareham, J. (2015). Excluded and behaving unethically: Social exclusion, physiological responses, and unethical behavior. Journal of Applied Psychology, 100(2), 547–556. https://doi.org/10.1037/a0038034
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  • Mai, L. M., Freudenthaler, R., Schneider, F. M., & Vorderer, P. (2015). “i know you’ve seen it!” Individual and social factors for users’ chatting behavior on Facebook. Computers in Human Behavior, 49, 296–302. https://doi.org/10.1016/j.chb.2015.01.074
  • Mazinani, Z., Shakiba, S., Pourshahbaz, A., & Vahedi, M. (2021). Five factor narcissism and threat to fundamental needs following social exclusion engendered by the Cyberball game. Personality and Individual Differences, 168, 110279. https://doi.org/10.1016/j.paid.2020.110279
  • Mazlan, A., Bolong, J., Nasrudin, S. R., & Rahman, A. H. A. (2017). The impact of social interaction anxiety in the use of learning management system: A tentative model. 2017 International Conference on Engineering Technology and Technopreneurship, ICE2T 2017, 1–4. https://doi.org/10.1109/ICE2T.2017.8215965
  • McCord, B., Rodebaugh, T. L., & Levinson, C. A. (2014). Facebook: Social uses and anxiety. Computers in Human Behavior, 34, 23–27. https://doi.org/10.1016/j.chb.2014.01.020
  • Mo, C., Yu, T., & de Ruyter, K. (2020). Don’t you (forget about me): The impact of out-of-the-channel-loop perceptions in distribution channels. European Journal of Marketing, 54(4), 761–790. https://doi.org/10.1108/EJM-05-2018-0324
  • Nasir, N., Khaliq, C. A., & Rehman, M. (2017). An empirical study on the resilience of emotionally intelligent teachers to ostracism and counterproductive work behaviors in context of the higher educational sector of Pakistan. Global Management Journal for Academic & Corporate Studies, 7(1), 130–139. https://www.gmjacs.bahria.edu.pk/index.php/ojs/article/download/27/148
  • Nezlek, J. B., Wesselmann, E. D., Wheeler, L., & Williams, K. D. (2012). Ostracism in everyday life. Group Dynamics: Theory, Research, and Practice, 16(2), 91–104. https://doi.org/10.1037/a0028029
  • Nishiyama, Y., Okamoto, Y., Kunisato, Y., Okada, G., Yoshimura, S., Kanai, Y., Yamamura, T., Yoshino, A., Jinnin, R., Takagaki, K., Onoda, K., & Yamawaki, S. (2015). fMRI study of social anxiety during social ostracism with and without emotional support. PLoS ONE, 10(5), 1–14. https://doi.org/10.1371/journal.pone.0127426
  • Nozaki, Y. (2015). Emotional competence and extrinsic emotion regulation directed toward an ostracized person. Emotion, 15(6), 763–774. https://doi.org/10.1037/emo0000081
  • O’Reilly, J., Robinson, S. L., Berdahl, J. L., & Banki, S. (2015). Is negative attention better than no attention? The comparative effects of ostracism and harassment at work. Organization Science, 26(3), 774–793. https://doi.org/10.1287/orsc.2014.0900
  • Önal, A., & Özdemir, A. (2021). An investigation into pre-service teachers’ online learning climate perceptions. Journal of Educational Technology & Online Learning, 4(2), 310–333. https://doi.org/10.31681/jetol.927998
  • Poon, K. T., Jiang, Y., & Teng, F. (2020). Putting oneself in someone’s shoes: The effect of observing ostracism on physical pain, social pain, negative emotion, and self-regulation. Personality and Individual Differences, 166, 110217. https://doi.org/10.1016/j.paid.2020.110217
  • Presbitero, A., & Attar, H. (2018). Intercultural communication effectiveness, cultural intelligence and knowledge sharing: Extending anxiety-uncertainty management theory. International Journal of Intercultural Relations, 67, 35–43. https://doi.org/10.1016/j.ijintrel.2018.08.004
  • Robinson, S. L., O’Reilly, J., & Wang, W. (2013). Invisible at work: An integrated model of workplace ostracism. Journal of Management, 39(1), 203–231. https://doi.org/10.1177/0149206312466141
  • Rubin, K. H., Coplan, R. J., & Bowker, J. C. (2009). Social withdrawal in childhood. Annual Review of Psychology, 60, 141–171. https://doi.org/10.1146/annurev.psych.60.110707.163642
  • Sakız, H., Mert, A., & Sarıçam, H. (2021). Self-esteem and perceived social competence protect adolescent students against ostracism and loneliness. Journal of Psychologists and Counsellors in Schools, 31(1), 94–109. https://doi.org/10.1017/jgc.2020.25
  • Schneider, F. M., Zwillich, B., Bindl, M. J., Hopp, F. R., Reich, S., & Vorderer, P. (2017). Social media ostracism: The effects of being excluded online. Computers in Human Behavior, 73, 385–393. https://doi.org/10.1016/j.chb.2017.03.052
  • Takhsha, M., Barahimi, N., Adelpanah, A., & Salehzadeh, R. (2020). The effect of workplace ostracism on knowledge sharing: The mediating role of organization-based self-esteem and organizational silence. Journal of Workplace Learning, 32(6), 417–435. https://doi.org/10.1108/JWL-07-2019-0088
  • Taş, İ. (2021). The relationship between social Ignore and social media addiction among adolescents: Mediator effect of satisfaction with family life. Youth and Society, 1–22. https://doi.org/10.1177/0044118X211055210
  • Tobin, S. J., Vanman, E. J., Verreynne, M., & Saeri, A. K. (2015). Threats to belonging on Facebook: lurking and ostracism. Social Influence, 10(1), 31–42. https://doi.org/10.1080/15534510.2014.893924
  • Tseng, F. C., & Kuo, F. Y. (2014). A study of social participation and knowledge sharing in the teachers’ online professional community of practice. Computers & Education, 72, 37–47. https://doi.org/10.1016/j.compedu.2013.10.005
  • Tsumura, K., & Murata, K. (2015). Effects of social anxiety and group membership of potential affiliates on social reconnection after ostracism. Current Research in Social Psychology, 23(3), 18–25. https://crisp.org.uiowa.edu/sites/crisp.org.uiowa.edu/files/2020-04/crisp_23_3.pdf
  • Usta, E. (2010). The relationship between the perceived learning strategies of prospective teachers and their interaction and monitoring anxiety. Procedia - Social and Behavioral Sciences, 2(2), 4402–4406. https://doi.org/10.1016/j.sbspro.2010.03.701
  • van den Berg, G. (2020). Context matters : Student experiences of interaction in open distance learning. Turkish Online Journal of Distance Education, 21(4), 223–236. https://doi.org/10.17718/tojde.803411
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  • Weidman, A. C., Fernandez, K. C., Levinson, C. A., Augustine, A. A., Larsen, R. J., & Rodebaugh, T. L. (2012). Compensatory internet use among individuals higher in social anxiety and its implications for well-being. Personality and Individual Differences, 53(3), 191–195. https://doi.org/10.1016/j.paid.2012.03.003
  • Williams, K. D. (2007). Ostracism: The kiss of social death. Social and Personality Psychology Compass, 1(1), 236–247. https://doi.org/10.1111/j.1751-9004.2007.00004.x
  • Williams, K. D. (2009). Ostracism: A temporal need-threat model. In Mark P. Zanna (Ed.), Advances in Experimental Social Psychology (Vol. 41, pp. 275–314). Elsevier Academic Press. https://doi.org/10.1016/S0065-2601(08)00406-1
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  • Yaakobi, E. (2021). Immediate moderating effects of attribution on ostracism distress. Australian Psychologist, 56(3), 193–203. https://doi.org/10.1080/00050067.2020.1829452
  • Yen, J. Y., Yen, C. F., Chen, C. S., Wang, P. W., Chang, Y. H., & Ko, C. H. (2012). Social anxiety in online and real-life interaction and their associated factors. Cyberpsychology, Behavior, and Social Networking, 15(1), 7–12. https://doi.org/10.1089/cyber.2011.0015
  • Yu, X., Zhang, L., Lin, Z., Zhou, Z., Hazer-Rau, D., Li, P., Ji, W., Zhang, H., & Wu, T. (2021). Ostracism, psychological capital, perceived social support and depression among economically disadvantaged youths: A moderated mediation model. International Journal of Environmental Research and Public Health, 18(21), 11282. https://doi.org/10.3390/ijerph182111282
  • Zadro, L., Boland, C., & Richardson, R. (2006). How long does it last? The persistence of the effects of ostracism in the socially anxious. Journal of Experimental Social Psychology, 42(5), 692–697. https://doi.org/10.1016/j.jesp.2005.10.007
  • Zaman, U., Nawaz, S., Shafique, O., & Rafique, S. (2021). Making of rebel talent through workplace ostracism: A moderated-mediation model involving emotional intelligence, organizational conflict and knowledge sharing behavior. Cogent Business and Management, 8(1), 1941586. https://doi.org/10.1080/23311975.2021.1941586
  • Zambo, D., & Davidson, C. (2013). Ostracism and adolescents with learning and behavioral disabilities: Preventing and lessening its effects. Intervention in School and Clinic, 48(3), 178–183. https://doi.org/10.1177/1053451212454167
  • Zhao, H., Xia, Q., He, P., Sheard, G., & Wan, P. (2016). Workplace ostracism and knowledge hiding in service organizations. International Journal of Hospitality Management, 59, 84–94. https://doi.org/10.1016/j.ijhm.2016.09.009
  • Zimmerman, C. A., Carter-Sowell, A. R., & Xu, X. (2016). Examining workplace ostracism experiences in academia: Understanding how differences in the faculty ranks influence inclusive climates on campus. Frontiers in Psychology, 7, 1–9. https://doi.org/10.3389/fpsyg.2016.00753
Toplam 80 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Arif Akçay 0000-0001-9103-9469

Ahmet Rıfat Kayiş 0000-0003-4642-7766

Yayımlanma Tarihi 31 Ocak 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 6 Sayı: 1

Kaynak Göster

APA Akçay, A., & Kayiş, A. R. (2023). Cyberostracism and knowledge sharing: The mediating role of social anxiety in e-learning environments. Journal of Educational Technology and Online Learning, 6(1), 33-47. https://doi.org/10.31681/jetol.1097719

Cited By

Çevrim içi Öğrenci-Öğretim Elemanı Etkileşiminde Yaşanan Sosyal Kaygıda Öz Düzenleme, Bilgisayar/İnternet ve İletişim Öz Yeterliğinin Rolü
Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi
https://doi.org/10.17152/gefad.1343852
 Kapak Resmi İndir


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