Hide
Show all
Email this article The Narratives about Contentment in Two Generations of Digital Natives
Abstract
The purpose of the article is to compare the narratives about contentment (zadowolenie) in individuals from two different generations of digital natives, i.e. digital natives 1.0 and digital natives 2.0. The term “digital native” refers to an individual born and raised in the digital age, with modern technologies constituting an integral part of life. Different environments, in which people of various generations grew up, determine differences, for instance, in their emotional functioning, and in the contents and structure of emotion representations developed by them. The study took into account narratives related to contentment, produced by 148 individuals representing various generations. The specificity of the representation of contentment, identified in the two generations of digital natives, was described based on the qualitative and quantitative analyses. It was shown that the narratives about contentment allows identify in digital natives a lot of information on objects, and few references to family. The narrations about contentment observed in the participants from Generation digital natives 1.0 contains little information on animals. On the other hand, representation of contentment in individuals from Generation digital natives 2.0 contains a lot of information on symptoms and synonyms, tangible values and intangible values.
Keywords
Full Text:
PDFReferences
Amstadter, A.B., Broman-Fulks, J., Zinzow, H., Ruggiero, K.J., Cercone, J. (2009). Internet-based interventions for traumatic stress-related mental health problems: A review and suggestion for future research. Clinical Psychology Review, 29(5), 410-420.
Anderson, M., Perrin, A. (2017). Tech adoption climbs among older adults. Pew research center, 2017, 1-22.
Arampatzi, E., Burger, M.J., Novik, N. (2018). Social network sites, individual social capital and happiness. Journal of Happiness Studies, 19(1), 99-122. DOI: 10.1007/s10902-016-9808-z.
Autry, A.J., Berge, Z. (2011). Digital natives and digital immigrants: getting to know each other. Industrial and Commercial Training, 43(7), 460-466.
Ball, C., Francis, J., Huang, K.T., Kadylak, T., Cotten, S.R., Rikard, R.V. (2017). The physical–digital divide: Exploring the social gap between digital natives and physical natives. Journal of Applied Gerontology, 38(8), 1167-1184.
Bassiouni, D.H., Hackley, C. (2014). 'Generation Z'children's adaptation to digital consumer culture: A critical literature review. Journal of Customer Behaviour, 13(2), 113-133.
Bencsik, A., Horváth-Csikós, G., Juhász, T. (2016). Y and Z Generations at Workplaces. Journal of Competitiveness, 8(3), 90-106.
Bennett, S., Maton, K. Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786.
Berenbaum, H. (2002). Varieties of joy-related pleasurable activities and feelings. Cognition & Emotion, 16(4), 473-494.
Berenbaum, H., Chow, P.I., Schoenleber, M., Flores Jr., L.E. (2013). Pleasurable emotions, age, and life satisfaction. The Journal of Positive Psychology, 8(2), 140-143.
Berenbaum, H., Huang, A.B., Flores, L.E. (2019). Contentment and tranquility: Exploring their similarities and differences. The Journal of Positive Psychology, 14(2), 252-259.
Berezan, O., Krishen, A.S., Agarwal, S., Kachroo, P. (2019). Exploring loneliness and social networking: Recipes for hedonic well-being on Facebook. Journal of Business Research. DOI: doi.org/10.1016/j.jbusres.2019.11.009.
Bergquist, T., Gehl, C., Mandrekar, J., Lepore, S., Hanna, S., Osten, A., Beaulieu, W. (2009). The effect of internet-based cognitive rehabilitation in persons with memory impairments after severe traumatic brain injury. Brain Injury, 23(10), 790-799. DOI: 10.1080/02699050903196688.
Berkup, S.B. (2014). Working with generations X and Y in generation Z period: Management of different generations in business life. Mediterranean Journal of Social Sciences, 5(19), 218-218.
Bilgiç, H.G., Doğan, D., Seferoğlu, S.S. (2016). Digital Natives in Online Learning Environments: New Bottle Old Wine–The Design of Online Learning Environments for Today's Generation. In: M. Pinheiro, D. Simões (eds.), Handbook of Research on Engaging Digital Natives in Higher Education Settings (pp. 192-221). Hershey, PA: IGI Global.
Bruggeman, H., van Hiel, A., van Hal, G., van Dongen, S. (2019). Does the use of digital media affect psychological well-being? An empirical test among children aged 9 to 12. Computers in Human Behavior, 101, 104-113. DOI: 10.1016/j.chb.2019.07.015.
Carr, N. (2008). Is Google making us stupid? Yearbook of the National Society for the Study of Education, 107(2), 89-94. DOI: 10.1111/j.1744-7984.2008.00172.x
Casale, S., Fioravanti, G. (2011). Psychosocial correlates of internet use among Italian students. International Journal of Psychology, 46(4), 288-298.
Clark, J.L., Algoe, S.B., Green, M.C. (2018). Social network sites and well-being: the role of social connection. Current Directions in Psychological Science, 27(1), 32-37. DOI: 10.1177/0963721417730833.
Cotten, S.R., Anderson, W.A., McCullough, B.M. (2013). Impact of internet use on loneliness and contact with others among older adults: cross-sectional analysis. Journal of medical Internet research, 15(2), e39.
Dingli, A., Seychell, D. (2015). The new digital natives. Berlin: Springer.
Epstein, M. Howes, P. (2008). Recruiting, Retaining and Managing the Millennial Generation. New York: American Institute of Certified Public Accountants.
Fredrickson, B.L. (1998). What good are positive emotions? Review of General Psychology, 2(3), 300-319.
Gawda, B. (2017). Struktura pojęć emocjonalnych. Wykorzystanie technik fluencji werbalnej. Lublin: UMCS.
Gawda, B., Szepietowska, E.M. (2015). Treść pojęć Radość i Strach w okresie dorosłości – fluencja werbalna jako narzędzie opisu pojęć emocjonalnych. Psychologia Rozwojowa, 2, 57-72.
Gawda, B., Kosacka, K. Banaszkiewicz, P. (2020). Psychologia emocji digital natives. Lublin: UMCS.
Giddens, A., Sutton, P.W. (2017). Sociology (8th ed.). Cambridge: Polity Press.
Helliwell, J.F., Huang, H. (2013). Comparing the Happiness Effects of Real and On-Line Friends. PLoS One, 8(9), 1-17.
Howe, N., Strauss, W. (2000). Millennials Rising: The Next Greatest Generation. New York: Vintage Books.
Huang, F., Lee, M.J. (2010). Dynamic treatment effect analysis of TV effects on child cognitive development. Journal of Applied Econometrics, 25(3), 392-419. DOI: 10.1002/jae.1165.
Joiner, R., Gavin, J., Brosnan, M., Cromby, J., Gregory, H., Guiller, J., Maras, P., Moon, A. (2013). Comparing first and second generation digital natives' Internet use, Internet anxiety, and Internet identification. Cyberpsychology, Behavior, and Social Networking, 16 (7), 549-552.
Khosravi, P., Rezvani, A., Wiewiora, A. (2016). The impact of technology on older adults’ social isolation. Computers in Human Behavior, 63, 594-603.
Kosacka, K. (2019). Język i parajęzyk wypowiedzi o emocjach. Podmiotowe uwarunkowania. Lublin: Wydawnictwo UMCS.
Krishnan, S., Bopaiah, S., Bajaj, D., Prasad, R. (2012). Organization, Generations and Communication-Infosys Experience. NHRD Network Journal, 5(4), 85-93.
Linne, J. (2014). Two generations of digital natives. Intercom: Revista Brasileira de Ciências da Comunicação, 37 (2), 203-220. DOI: 10.1590/1809-584420149.
McManus, M.D., Siegel, J.T., Nakamura, J. (2019). The predictive power of low-arousal positive affect. Motivation and Emotion, 43(1), 130-144.
Mikołajczuk, A. (2009). Obraz radości we współczesnej polszczyźnie. Warszawa: Wydawnictwo Naukowe Semper.
Morgan, R.L., Heise, D. (1988). Structure of emotions. Social Psychology Quarterly, 51(1), 19–31.
Nęcka, E., Orzechowski, J., Szymura, B. (2006). Psychologia poznawcza. Warszawa: Academica Wydawnicwo SWPS.
Niedenthal, P. (2008). Emotion concepts. In: M. Lewis, J. Haviland-Jones, L. Barret (eds.), Handbook of Emotions (pp. 587–600). New York: Guilford Press.
Nowland, R., Necka, E.A., Cacioppo, J.T. (2018). Loneliness and social internet use: pathways to reconnection in a digital world?. Perspectives on Psychological Science, 13(1), 70-87. DOI:
1177/1745691617713052.
Ozkan, M., Solmaz, B. (2015). Mobile addiction of generation z and its effects on their social lifes:(An application among university students in the 18-23 age group). Procedia-Social and Behavioral Sciences, 205, 92-98.
Palfrey, J.,Gasser, U. (2008). Born digital: Understanding the first generation of Digital Natives. New York: Basic Books.
Prensky, M. (2001a). Digital natives, digital immigrants: Part 1. On the Horizon, 9(5), 1–6.
Prensky, M. (2001b). Digital natives, digital immigrants: Part 2. Do they really think differently? On the Horizon, 9(6), 1–6.
Prensky, M. (2005a). Engage me or enrage me. EDUCASE Review, September/October, 61-64.
Prensky, M. (2005b). Listen to the natives. Educational Leadership, 63(4), 8-13.
Roblek, V., Mesko, M., Dimovski, V., Peterlin, J. (2019). Smart technologies as social innovation and complex social issues of the Z generation. Kybernetes, 48(1), 91–107. DOI: 10.1108/K-09-2017-0356.
Russell, J.A. (1980). A Circumplex Model of Affect. Journal of Personality and Social Psychology, 39(6), 1161–1178.
Scherer, K.R. (2005). Unconscious processes in emotion: The bulk of the iceberg. In: P. Niedenthal, L. Feldman-Barrett, P. Winkielman (eds.), The Unconscious in Emotion (pp. 312-334). New York: Guilford Press.
Schewe, D.C., Debevec, K., Madden, T.J., Diamond, W.D., Parment, A., Murphy, A. (2013). “If you've seen one, you've seen them all!” Are young Millennials the same worldwide? Journal of International Consumer Marketing, 25, 1, 3-15.
Seemiller, C., Grace, M. (2016). Generation Z Goes to College. San Francisco: Jossey-Bass.
Selfhout, M.H., Branje, S.J., Delsing, M., ter Bogt, T.F., Meeus, W.H. (2009). Different types of Internet use, depression, and social anxiety: The role of perceived friendship quality. Journal of Adolescence, 32(4), 819-833. DOI: 10.1016/j.adolescence.2008.10.011
Semin, G.R., Görts, C.A., Nandram, S., Semin-Goossens, A. (2002). Cultural perspectives on the linguistic representation of emotion and emotion events. Cognition & Emotion, 16(1), 11-28.
Shaver, P.R., Schwartz, J., Kirson, D. O-Connor C. (1987). Emotion knowledge: Further exploration of a prototype approach. Journal of Personality and Social Psychology, 52, 1061-1086.
Stillman, D., Stillman, J. (2017). Gen Z Work: How the Next Generation Is Transforming the Workplace. New York: Harper Business.
Tapscott, D. (1997). Growing up digital. New York, NY: McGraw-Hill.
Tapscott, D. (2010). Cyfrowa dorosłość. Jak pokolenie sieci zmienia nasz świat. Warszawa: Wydawnictwo Akademickie i Profesjonalne.
Tari, A. (2010a). Y generáció. Budapest: Jaffa Kiadó.
Tari, A. (2010b). Z generation. Budapest: Tericum Könyvkiadó.
Titko, J., Svirina, A., Skvarciany, V., Shina, I. (2020). Values of young employees: Z-generation perception. Business: Theory and Practice, 21(1), 10-17. DOI: 10.3846/btp.2020.11166.
Tsai, H.Y.S., Shillair, R., Cotten, S.R., Winstead, V., Yost, E. (2015). Getting grandma online: are tablets the answer for increasing digital inclusion for older adults in the US?. Educational Gerontology, 41(10), 695-709.
Tulgan, B. (2000). Managing generation X: How to bring out the best in young talent. New York: W. W. Norton & Company.
Twenge, J.M. (2017). IGen: Why today's super-connected kids are growing up less rebellious, more tolerant, less happy and completely unprepared for adulthood and what that means for the rest of us. New York: Atria Books.
Venter, E. (2017). Bridging the communication gap between Generation Y and the Baby Boomer generation. International Journal of Adolescence and Youth, 22(4), 497-507. DOI: 10.1080/02673843.2016.1267022.
Wierzbicka, A. (1992). Defining emotion concepts. Cognitive science, 16(4), 539-581.
Winograd, M., Hais, M. D. (2011). Millennial momentum: How a new generation is remaking America. Piscataway: Rutgers University Press.
DOI: http://dx.doi.org/10.17951/j.2020.33.3.49-66
Date of publication: 2020-10-31 02:03:56
Date of submission: 2020-04-19 15:53:14
Statistics
Indicators
Refbacks
- There are currently no refbacks.
Copyright (c) 2020
This work is licensed under a Creative Commons Attribution 4.0 International License.