User-generated content or Web 2.0 websites provide platforms for blogging, photo sharing, video sharing, and information sharing (Gangadharbatla, 2008). According to Nielsen/NetRatings, Web 2.0 websites make up five of the top ten fastest growing Web brands (Gangadharbatla), with social networking websites showing remarkable growth, especially among young adults and teens.
Social networking sites provide various services such as e-mail, instant messaging, chat rooms, blogs, and video and photo sharing while others also offer matchmaking and dating capabilities.
As well, users have various reasons for using these sites. While some may do so to keep in touch with friends or make plans with them, others may have the purpose of making new friends or flirting with someone. Still, other reasons may include feelings of belonging and affiliation, notions of accepted behavior, values, self-identity, goal achievement, and information need. However, it should be noted that all of these factors are related to the user’s need for collective self-esteem, need to belong, and need for cognition.
A number of studies have been conducted to investigate the effect of these Web 2.0 tools on a person’s self-concept. For example, according to Valkenberg, Peter, and Shouten (2006), the social well-being and self-esteem of students are influenced by the frequency with which they use Web 2.0 sites. Similarly, a study conducted by Shaw and Gant (2002) found that online chatting reduced depression and loneliness and raised the participants’ self-esteem and perception of social support.
These sites also enable users to fulfill their need to belong. For example, these sites provide users with a venue to influence others, express their opinions, gain social approval, gather information, and participate in conversations. These sites fulfill the users’ need for control, affection, and inclusion by enabling them to maintain relationships with friends and others and by allowing them to stay in the loop. As well, Web 2.0 sites provide users with collective self-esteem --"that aspect of the individuals' self-concept which derives from their knowledge of their membership in a social group together with the value and emotional significance attached to that membership" (Gangadharbatla). There are four types of collective self-esteem, namely the importance to identity, public collective self-esteem, private collective self-esteem, and membership self-esteem. Membership self-esteem pertains to a person’s perception of how worthy or good they are as a group member while private collective self-esteem refers to the evaluation of the person’s own group. On the other hand, public collective self-esteem refers to non-members’ assessment of the group while importance to identity pertains to the degree of importance a person accords to their group membership in relation to their self-concept or identity.
On the other hand, social networking sites, and the Internet in general, allow people to do or say things they wouldn’t normally do or say in the face-to-face world (Suler, 2004). They express themselves more openly; they feel less inhibited; and they loosen up while on the Internet. Termed by experts as the disinhibition effect (Suler), it can be both good and bad.
Benign disinhibition is when users show unusual acts of generosity and kindness or when they reveal wishes, fears, or secret emotions. On the other hand, toxic disinhibition is when users explore the dark side of the Internet such as places of violence and pornography, which they wouldn’t be caught visiting in the real world. Moreover, toxic disinhibition is manifested when the user gives harsh criticisms and threats; uses rude language; or expresses hatred and anger.
Benign disinhibition is an indication of the user’s attempt to find new ways of being; find solutions to a problem; or explore oneself. On the other hand, toxic disinhibition can be as simple as a blind catharsis or a desire to act out disagreeable wishes and needs without the potential for any growth.
Either way, one reason for the disinhibition effect is that the Internet can make a user anonymous and invisible, that is, the user is not physically visible on the Internet. Internet communication also doesn’t have to always be real-time such as with the use of message boards and emails. In addition, a user tends to create an image of their online companion based on how the companion presents themselves and on the user’s needs, wishes, and expectations. As well, the user has the perception that their online experience is just a game and that they can have a life online that’s separate from their real life. Lastly, there’s the perception that everyone on the Internet is equal regardless of their status in real life.
In conclusion, the Internet does influence one’s self concept in both positive and negative ways. While the Internet fulfills a person’s need for cognition, belonging, and collective self-esteem, and while it allows a person to become even better than they are, the Internet also allows people to exhibit bad behavior and project themselves in a negative way while still maintaining their anonymity. As with everything, even the Internet has two sides to it, and it shall be up to the user to determine how they choose to perceive themselves and be perceived by others.
References
Gangadharbatla, H. (2008). Facebook me: Collective self-esteem, need to belong, and Internet
self-efficacy as predictors of the iGeneration's attitudes toward social networking sites.
Journal Interactive Advertising, 8 (2). Retrieved from http://jiad.org/article100
Shaw, L. H., & Gant, L. M. (2002). In defense of the Internet: The relationship
between internet communication and depression, loneliness, self-esteem, and
perceived social support. CyberPsychology & Behavior, 5 (2), 157-172
Suler, J. (2004). The online disinhibition effect. CyberPsychology & Behavior, 7, 321-326
Valkenburg, P.M., Peter, J., & Schouten, A. P. (2006), Friend networking sites and their
relationship to adolescents' well-being and social self-esteem. CyberPsychology &
Behavior, 9 (5), 584-590
