Wikiversity

Motivation and emotion/Book/2023/Social media engagement motivation

< Motivation and emotion | Book | 2023
Social media engagement motivation:
What motivates differing levels of engagement with content on social media?
[Multimedia link goes here Multimedia presentation
(3 min)]

Overview

edit
 
The media usage of any individual is increasingly complex in the modern networked world.
  • Define social media* *Statement about the ubiquity of social media in modern society*. *Social media usage statistics*. *Brief mention of social media engagement tools- like, share, comment, subscribe, create* The success of social media sites and communications efforts by companies and civil society organisations depends on the continued use of the engagement tools offered. Therefore, the focus of this chapter will be on what motivates individuals to engage in different ways with content on social media.

Social media engagement tools have changed the way we provide content and feedback about ourselves and the world around us. These tools are frequently embedded in websites to facilitate the evaluation and dissemination of information; for instance, Facebook Like and Share buttons appear on around 905m sites. Every minute, 1.7m pieces of content are shared across Facebook, 66k photos and videos are shared on Instagram, 500 hours of content is added to YouTube (https://web-assets.domo.com/miyagi/images/product/product-feature-22-data-never-sleeps-10.png?lb-height=100%25&lb-mode=overlay&lb-width=100%25&utm_medium=website&utm_source=domo.com&utm_term=PF) and 167m videos are watched on Tiktok (https://localiq.com/blog/what-happens-in-an-internet-minute/). Given the vast amounts of content available, generating an understanding of the motivations that guide our responses to content could have valuable implications for marketers, content creators and users alike. What motivates us to click on content, like it, comment on it, share it, save it, or perhaps even go on to create our own original derivative content inspired by it? Read on to find out.

Focus questions:

  • What motivates people to click on a link to external content? (Clickbait, information gap etc.)
  • What motivates people to "like" content? (Reciprocity, relatedness, interest)
  • What motivates people to comment on content? (Relatedness, Arousal from conflict/controversy)
  • What motivates people to "share" content? (Related question: Does truth matter?)
  • What motivates people to subscribe to content creators?
  • What makes content go viral? (Berger's STEPPS Framework: Social currency + environmental cues that stimulate thought about the product + emotional responses + content characteristics + relevance to target audience + stories ==>> motivation to share) + algorithms = virality
  • What motivates people to create derivatives of content?


  • What motivates people to engage with content? (click, like, comment, share, subscribe)
  • What motivates people to create derivatives of content?
  • Using Berger's STEPPS framework, what makes content go viral? (such as social and environmental cues)

Taxonomy of social media engagement types

edit

Several studies conceptualise the social media engagement behaviours into a hierarchy from passive spectating through various levels of active contribution (Muntinga, Moorman & Smit, 2011; Swani & Labrecque, 2020). Each engagement behaviour is weighted within recommendation algorithms according to the amount of effort required to perform it (Kim &Yang, 2017) with the act of liking requiring the least amount of cognitive effort (Alhabash et al, 2015). This often leads to a typical pattern of engagement with more likes than comments and shares etc.

The Social Technographics Profile (Li & Bernoff, 2011) is one tool that can be used to classify types of engagement with content.

Creators- generate original content

Conversationalists- update personal statuses

Critics- review products, edit wikis etc

Collectors- e.g. Pinterest/Tumblr users- curation of content- once weekly

Joiners- maintain profile, but don't update statuses

Spectators- passively consume content e.g. read blogs, forums, tweets etc.

Inactives

Hierarchy of effort in engagement - doesn't necessarily have to tie back to a model

Major theoretical perspectives

edit

Uses and Gratifications Theory

edit

The Uses and Gratifications theory examines patterns of usage of different media in relation to the needs fulfilled by that usage. Many studies of social media engagement have taken this perspective.

Information Gap Theory

edit

Information gap theory (Loewenstein) presents the desire for knowledge as a deficiency need, and posits that curiosity is aroused when people are made consciously aware of gaps in their knowledge.

Cognitive Dissonance

edit

Identity- Discrepancy between actual and perceived self

Impression Management Theory

edit

Impression management theory (Goffman, 1959) refers to conscious and deliberate filtering and selection of information in order to portray a desired self-image.

Self-Determination Theory

edit

The self-determination theory (Ryan & Deci, YEAR) identifies three core needs that an activity should be designed to fulfil in order to encourage engagement: autonomy, competence and relatedness.

Relevant actions

edit

Click

edit

Intrinsic-

Extrinsic-

The action of clicking a link to external content is generally motivated by curiosity, a deficiency-based motive described in Loewenstein's (1994) "information gap model" as arising from the need to reduce a perceived gap between one's current and desired knowledge. The model distinguishes between the reasons why people become aware of these gaps; voluntary curiosity occurs when a person seeks out curiosity-inducing situations for the relief that comes from their resolution, whereas involuntary curiosity arises when a person becomes aware of a gap between their actual and desired knowledge due to situational cues. These cues, which are often incorporated into article headlines, can include:

Implied or direct questions:

"Which Zodiac Sign Should You Date Based On Your Favorite Color?"

Unresolved sequences of events, especially those with expected or desired outcomes:

"This is what happens when molten lava goes head-to-head against ice"

"A Tea Partier Decided To Pick A Fight With A Foreign President. It Didn't Go So Well."

Events that violate expectations, which can then cause the person to formulate causal attributions (Hastie, 1984, as cited in Loewenstein, 1994) and lead to deeper information processing, regardless of the perceived importance of the information (Maheswaran & Chaiken, 1991, as cited in Loewenstein, 1994):

"This street art in Seoul is only visible when it rains!"

Knowledge of others, where people are motivated through social comparison to seek information known by others- the examples given are the desire to know the sex of one’s unborn child after the doctor finds out, or to find out what someone else is laughing about.

"7 Signs You Smell Bad And People Aren't Telling You"

Prior knowledge or exposure, where people are motivated to remember or relearn what they once knew about a topic. Loewenstein (1992, cited in Loewenstein, 1994) observed increased levels of curiosity about definitions of words that were familiar but inaccessible to short-term memory as opposed to unfamiliar words. This is related to the mere exposure effect (maybe elaborate if you have time).

"39 Awesome Things Only ’90s Kids Will Remember"


Content creators use referential linguistic devices like deixis and cataphora in clickbait to accentuate the information gap (Blom & Hansen, 2015).

The primary motive leading people to click on online content is curiosity, which has been classified and measured using a variety of metrics and models.

Motive: Curiosity

Models: Perceptual-diversive etc. model (Berlyne), Information Gap (Loewenstein, 1994), Interest-Deprivation Model (Litman, 2015), Interesting Content (Davis, 1971), Arousal (Berger)


Information Gap: Gap between actual and desired knowledge, requires awareness of the gap- can be induced through grammatical constructions in headlines


Perceptual-diversive (Berlyne):


Interest-Deprivation (Litman):


Interesting Content (Davis):


Arousal (Berger):

Like

edit

Intrinsic-

Extrinsic-


The existing literature on why we "like" content on social media is based on uses and gratifications theory, which assumes that all media usage is goal-directed and seeks gratifications through the fulfilment of certain needs, the nature of which will be accessible to the user. As such, studies utilising this theory rely on self-reporting of motives.

ADD SOME FINDINGS

Comment

edit

Intrinsic-

Extrinsic-

Tenenboim & Cohen (2015) analysed correlations between two aspects of content engagement (clicking and commenting) and content characteristics using 15 341 news articles posted on a single well-known Israeli website in January and June from 2006-2011. They found only 41-60% concordance between the most clicked and most commented list, suggesting a disconnection between the acts of viewing and engaging with content. So what caused this disconnect? A subsequent content analysis of the headlines from the five most commented and five most liked articles in each month found that in general, the majority of articles pertaining to sociopolitical tensions attracted more comments than views. Conversely, the majority of most-viewed articles with fewer comments contained no expressions of conflict.

Share

edit

Intrinsic-

Extrinsic-

Identity (ideal vs actual self)

Du Preez & Lombard- The role of memes in the construction of Facebook personae

Berger- STEPPS Framework

Social currency- Content that makes oneself look good to others

Triggers- Content that has strong associations with frequently encountered environmental cues

Emotion- Content that elicits high arousal emotions

Public- Content that contains a specific call-to-action

Practical value- Content with relevance to the lives of audience members

Stories- Content packaged as stories rather than advertisements

Create/Remix

edit

Intrinsic-

Extrinsic-

Learning Features

edit

Sample table (will probably be used for multimedia)

edit
Type of Engagement Relevant theories Motivation Moderating factors
Click Information gap theory (Loewenstein, 1994) Curiosity
Like Self-determination theory (Deci & Ryan) Relatedness
Share Impression management (Goffman), self-schemas
Comment
Remix Self-determination theory (Deci & Ryan), Expectancy Theory (Vroom, 1964) Autonomy, Competence and Relatedness (intrinsic); financial incentives (extrinsic)

Sample quiz (edit later)

edit

Try applying the knowledge that you've just learned with this quiz:

1 Question 1

Option 1
Option 2
Option 3

2 Question 2

Option 1
Option 2
Option 3

Sample multimedia link:

edit
 
[Caption goes here, remember to include URL]

References

edit
Goffman, E. (1959). The presentation of self in everyday life. New York, NY: Anchor Books.

Li, C. & Bernoff, J. (2008). Groundswell : Winning in a world transformed by social technologies. Boston, Massachusetts : Harvard Business Press. http://www.loc.gov/catdir/toc/ecip085/2007048659.html

Loewenstein, G. (1994). The psychology of curiosity: A review and reinterpretation. Psychological bulletin, 116(1), 75.

Kosinski, M., Stillwell, D., & Graepel, T. (2013). Private traits and attributes are predictable from digital records of human behavior. PNAS Proceedings of the National Academy of Sciences of the United States of America, 110(15), 5802–5805. https://doi.org/10.1073/pnas.1218772110

Reeve, J. (2018). Understanding motivation and emotion. John Wiley & Sons.

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/https://doi.org/10.1006/ceps.1999.1020

Tenenboim, O., & Cohen, A. A. (2015). What prompts users to click and comment: A longitudinal study of online news. Journalism, 16(2), 198-217.

See also

edit

Motivation and emotion/Book/2014/Social media motivation

Motivation and emotion/Book/2014/Social media motivation and gender

Motivation and emotion/Book/2015/Internet addiction motivation

Fake news chapter


edit
Chapter title:
Subtitle?
Edit the title and sub-title so that they match the exact wording and casing in the book chapter table of contents.
Note that all sub-titles end with a question mark.
Seek approval to change wording and punctuation.
Replace this link once the multimedia presentation has been published.
This template provides tips for the topic development exercise.
Gradually remove these suggestions as the chapter develops.
Also consult the book chapter guidelines.


Overview

edit
 
Figure 1. Explore the topic, then develop a structure for the book chapter.

Imagine ... a scenario or case study which illustrates the problem and engages reader interest. Consider including an image (see Figure 1). The scenario could be presented in a feature box.

The Overview is typically 180 to 330 words.


  Suggestions for this section:

  • Engage the reader with a scenario, example, or case study, and an accompanying image
  • Explain the problem and why it is important
  • Outline how psychological science can help
  • Present focus questions

Focus questions: Break the problem (see the sub-title) down into three to five focus questions. Focus questions could also be used as top-level headings.

  • What is the first focus question?
  • What is the second focus question?
  • What is the third focus question?

Ask open-ended focus questions. For example:

  • Is there a relationship between motivation and success? (closed-ended)  
  • What is the relationship between motivation and success? (open-ended)  

Main headings

edit
  • Aim for three to six main headings between the Overview and Conclusion
  • Sub-headings can also be used, but avoid having sections with only one sub-heading

Key points

edit
  • Provide at least 3 bullet-points per heading, including for the Overview and Conclusion
  • Include key citations

Learning features

edit
  • Interactive learning features bring online book chapters to life and can be embedded throughout the chapter.

Case studies

edit
  • Case studies describe real-world examples of concepts in action.
  • Case studies can be real or fictional.
  • A case study could be split into multiple sections throughout a chapter to illustrate different theories or stages.
  • It is often helpful to present case studies using feature boxes.

Feature boxes

edit
  • Important content can be highlighted in a feature box. But don't overuse feature boxes, otherwise they lose their effect. There are several ways of creating boxes. Recommended: Pretty boxes).
  • Consider using feature boxes for:
    • Focus questions
    • Case studies or examples
    • Quiz questions
    • Take-home messages
A very simple box can be created by using a space at the start of the line
Feature box example
  • Shaded background
  • Coloured border
  • Change the theme number for different colours

Figures

edit
 
Figure 2. Example of an image with a descriptive caption.
  • Use figures to illustrate concepts, add interest, and to serve as examples
  • Figures can show photos, diagrams, graphs, etcetera
  • Figures can be embedded throughout the chapter, including the Overview section
  • Figures should be captioned (using Figure #. and a description). Captions explain the relevance of the image to the text/
  • Wikimedia Commons provides a library of embeddable images
  • Images can also be uploaded to Wikimedia Commons if they are openly licensed
  • Refer to each figure at least once in the main text (e.g., see Figure 2)
edit
  • When key words are introduced, use interwiki links
  • These links can go to:
    • Wikipedia (e.g., Sigmund Freud wrote about (e.g., dreams) or
    • Related book chapters (e.g., if your are struggling, you might be interested to read the chapter about writer's block)

Tables

edit
  • Use tables to organise and summarise information
  • As with figures, tables should be captioned (e.g., see Table 1)
  • Refer to each table at least once in the main text (e.g., see Table 1)
  • Example 3 x 3 tables which could be adapted

Table 1. Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model

Known to self Not known to self
Known to others Open area Blind spot
Not known to others Hidden area Unknown

Quizzes

edit
  • Using one or two review questions per major section is usually better than a long quiz at the end
  • Quiz conceptual understanding, rather than trivia
  • Don't make quizzes too hard
  • Different types of quiz questions are possible; see Quiz

Example simple quiz questions. Choose your answers and click "Submit":

1 Quizzes are an interactive learning feature:

True
False

2 Long quizzes are a good idea:

True
False


Conclusion

edit
  • The Conclusion is arguably the most important section
  • The Conclusion is typically 150 to 330 words
  • What are the take-home messages likely to be?
  • It should be possible for someone to only read the Overview and the Conclusion and still get a good idea of the problem and what is known based on psychological science

  Suggestions for this section:

  • What is the answer to the sub-title question based on psychological theory and research?
  • What are the answers to the focus questions?
  • What are the practical, take-home messages?

See also

edit

Provide up to 6 internal (wiki) links to relevant Wikiversity pages (esp. related motivation and emotion book chapters) and Wikipedia articles. For example:

  Suggestions for this section:

  • Present in alphabetical order
  • Use sentence casing
  • Include the source in parentheses

References

edit

List cited references in APA style (7th ed.) or wiki style.

APA style example:

Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3119

Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. Motivation Science, 4(4), 281–300. https://doi.org/10.1037/mot0000091

Sears, C. R., Boyce, M. A., Boon, S. D., Goghari, V. M., Irwin, K., & Boyes, M. (2017). Predictors of student satisfaction in a large psychology undergraduate program. Canadian Psychology/Psychologie Canadienne, 58(2), 148–160. https://doi.org/10.1037/cap0000082

  Suggestions for this section:

  • Important aspects for APA style include:
    • Wrap the set of references in the hanging indent template. Use "Edit source": {{Hanging indent|1= the full list of references}}
    • Author surname, followed by a comma, then the author initials separated by full stops and spaces
    • Year of publication in parentheses
    • Title of work in lower case except first letter and proper names, ending in a full-stop
    • Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop
    • Provide the full doi as a URL and working hyperlink
  • The most common mistakes include:
    • Incorrect capitalisation
    • Incorrect italicisation
    • Citing sources that weren't read or consulted

edit

Provide up to 6 external links to relevant resources such as presentations, news articles, and professional sites. Use sentence casing. For example:

  Suggestions for this section:

  • Only select links to major external resources about the topic
  • Present in alphabetical order
  • Include the source in parentheses after the link

Retrieved from "https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Social_media_engagement_motivation&oldid=2581239"