The relationship between technology-mediated communication and psychosocial development in a sample of undergraduate students

Date

2009-05

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Journal ISSN

Volume Title

Publisher

Texas Tech University

Abstract

Over the past few decades, the exponential growth of internet technologies has exerted an untold influence in shaping modern society, including how individuals communicate with one another. In this study, therefore, the researcher sought to explore the use of technology-mediated communication among undergraduate students at a large, public university and the relationship, if any, between technology-mediated communication and the development of mature interpersonal relationships, intimacy, and tolerance. Using Chickering and Reisser's theory of psychosocial development as a theoretical framework, the researcher utilized the Student Developmental Task and Lifestyle Assessment (SDTLA) to measure the dependent variables of interest. Multiple regression analyses indicated that the linear combination of communication modalities exhibited a statistically significant relationship to the development of mature interpersonal relationships and tolerance. In addition, the linear combination of audience types with whom one communicates via technology exhibited a statistically significant relationship to the development of mature interpersonal relationships and intimacy. This study was the first of its kind to utilize Chickering and Reisser's theory as a framework for understanding the relationship between technology-mediated communication and psychosocial development. Thus, the study makes an innovative contribution to the knowledge base in the field of higher education. The findings also have the potential to provide a foundation upon which professionals can make informed decisions about student services and programming in today's colleges and universities.

Description

Keywords

Technology-mediated communication

Citation