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Youth Culture in a Digital World Louise ten Harmsen van der BeekSamenvatting artikelen
Lecture 1 and 2: Introduction and digital media
Valkenburg et al.:
Review which identifies five features of media effects theories. Media effects thinking has developed
from assumptions about unidirectional effects to contemporary recognition of complex reciprocal
interactions. Media effects are limited when observed in large heterogeneous groups. Can be
explained by five specific features of media effects theories:
1. Selectivity of media use: people only attend to a limited number of messages out of all that
can attract their attention and only those messages have the potential to influence them. à
uses-and-gratification theory (aware) and selective exposure (unaware) theory.
Three factors influence selective media use: dispositional (distal and proximal à seeking for
congenial information), developmental (moderate-discrepancy hypothesis) and social context
factors.
2. Media properties as predictors: three properties of media itself may specify the boundary
conditions of media effects: modality (text, auditory, visual, audiovisual), content properties
and structural properties (special effects, pace, …).
3. Media effects are indirect: influence of media use one other variables works via its influence
on one or more mediating variables. These indirect effects are as follows:
a. Media use itself acts as an intervening variable between pre-media-use variables and
outcome variables.
b. Cognitive, emotional and physiological processes that occur during and shortly after
exposure act as mediators.
c. Postexposure variables that may themselves be dependent variables (attitudes,
beliefs) as mediators of other postexposure variables à political and health
communication.
4. Media effects are conditional: media effects can be enhanced or reduced by individual
difference and social context variables.
5. Media effects are transactional: transactional theories assume reciprocal causal relationships
between characteristics of the media users, their selective media use, factors in their
environment and outcomes of media. Transactional models of media effects see predictive
paths both from media use to media outcomes, and from these outcomes to media use à
reinforcing spiral.
McHale et al.:
Gives an ecological perspective on the media and youth development. Daily activities are both a cause
and a consequence of youth development. Also provides a framework for conceptualizing ecological
influences on youth media use, Bronfenbrenner model.
Daily activities help understand the developmental implications of youth’s media activities. These are:
a) an opportunity for knowledge and skill acquisition, b) a forum for self-expression and identity
development, c) a setting for building social ties, d) a chance to develop affiliations with social
institutions and e) a constraint on involvement in alternative activities.
The adjusted Bronfenbrenner model directs attention to the multilayered context within which
individuals are embedded:
, Youth Culture in a Digital World Louise ten Harmsen van der Beek
Slater:
Introduces the reinforcing spirals model (RSM). Is a general framework for conceptualizing media use
as part of a dynamic, endogenous process combining selective exposure and media effects by which
social identities, attitudes and behaviors are maintained. Media use serves as both an outcome
variable and predictor variable in many social processes. When the system is relatively closed rather
than open (when perceived threat to identity is strong), the homeostatic influences begin to break
down and the possibility of positive feedback loops and extreme outcomes arises.
Lecture 3: Music
Miranda:
Review which shows how music listening can play a role in the psychosocial development of
adolescents. Three arguments in favor of increasing developmental research on music in adolescent
psychology. First, music can influence key aspects of adolescent development in at least 7 major areas
of development: aesthetics, identity, socialization, emotion regulation and coping, motivation, gender
differences, and positive youth development. Second, music can act as a protective and a risk factor
during adolescence. Third, music can serve as an adjunct component in prevention and intervention
for adolescents.
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