The Effects of Multi-identity on One's Psychological State and the Quality of Contribution in Virtual Communities: A Socio-Psychological Perspective

Suh, A-Young,Shin, Kyung-Shik,Lee, Ju-Min The Korea Society of Management Information System 2010 Asia Pacific Journal of Information Systems Vol.20 No.1

In a virtual community, one can possess multiple identities and pretend to be different by creating self-identity in contrast with his or her actual self. Does false identity undermine the qualitative growth of a virtual community by reducing members' accountability? Or does it stimulate their contributive behaviors by ensuring freedom of speech? It is imperative to understand the effects of multi-identity considering the distinct properties of a virtual community in which people easily change their identities at little or no cost. To answer these questions, we adopted the concept of self-discrepancy from the social psychology theory rooted in the concept of the self and developed a theoretical model to predict quality of contribution of the individual member in virtual communities. Based on the self-discrepancy theory, we first identified two different domains of the self: (1) an "actual self" that consists of attributes that the person believes he or she currently possesses in real life and (2) a "cyber self" that consists of attributes the person believes he or she possesses in a virtual community. Next, we derived an index for two different types of self-discrepancy by using the differences between the actual and the cyber identities: Personal Self-discrepancy and Social Self-discrepancy. Personal Self-discrepancy reflects the degree of discrepancy between actual and cyber identity regarding a person's intelligence, education, and expertise. Social Self-discrepancy reflects the degree of discrepancy between actual and cyber identity regarding a person's morality, sociability, and accordance with social norms. Finally, we linked them with sense of virtual community, perceived privacy rights, and quality of contribution to examine how having a multi-identity influences an individual's psychological state and contributive behaviors in a virtual community. The results of the analysis based on 266 respondents showed that Social Self-discrepancy negatively influenced both the Sense of Virtual Community and Perceived Privacy Rights, while Personal Self-discrepancy negatively influenced only Perceived Privacy Rights, thereby resulting in reduced quality of contribution in virtual communities. Based on the results of this analysis, we can explain the dysfunctions of multi-identity in virtual communities. First, people who pretend to be different by engaging in socially undesirable behaviors under their alternative identities are more likely to suffer lower levels of psychological wellbeing and thus experience lower levels of sense of virtual community than others. Second, people do not perceive a high level of privacy rights reflecting catharsis, recovery, or autonomy, even though they create different selves and engage in socially undesirable behaviors in a virtual community. Third, people who pretend to be different persons in terms of their intelligence, education, or expertise also indirectly debase the quality of contribution by decreasing perceived privacy rights. The results suggest that virtual community managers should pay more attention to the negative influences exercised by multi-identity on the quality of contribution, thereby controlling the need to create alternative identities in virtual communities. We hope that more research will be conducted on this underexplored area of multi-identity and that our theoretical framework will serve as a useful conceptual tool for all endeavors.

The Effects of Multi-identity on One’s Psychological State and the Quality of Contribution in Virtual Communities: A Socio-Psychological Perspective

서아영,신경식,이주민 한국경영정보학회 2010 Asia Pacific Journal of Information Systems Vol.20 No.1

In a virtual community, one can possess multiple identities and pretend to be different by creating self-identity in contrast with his or her actual self. Does false identity undermine the qualitative growth of a virtual community by reducing members’ accountability? Or does it stimulate their contributive behaviors by ensuring freedom of speech? It is imperative to understand the effects of multi-identity considering the distinct properties of a virtual community in which people easily change their identities at little or no cost. To answer these questions, we adopted the concept of self-discrepancy from the social psychology theory rooted in the concept of the self and developed a theoretical model to predict quality of contribution of the individual member in virtual communities. Based on the self-discrepancy theory, we first identified two different domains of the self: (1) an “actual self” that consists of attributes that the person believes he or she currently possesses in real life and (2) a “cyber self” that consists of attributes the person believes he or she possesses in a virtual community. Next, we derived an index for two different types of self-discrepancy by using the differences between the actual and the cyber identities: Personal Self-discrepancy and Social Self-discrepancy. Personal Self-discrepancy reflects the degree of discrepancy between actual and cyber identity regarding a person’s intelligence, education, and expertise. Social Self-discrepancy reflects the degree of discrepancy between actual and cyber identity regarding a person’s morality, sociability, and accordance with social norms. Finally, we linked them with sense of virtual community, perceived privacy rights, and quality of contribution to examine how having a multi-identity influences an individual’s psychological state and contributive behaviors in a virtual community. The results of the analysis based on 266 respondents showed that Social Self-discrepancy negatively influenced both the Sense of Virtual Community and Perceived Privacy Rights, while Personal Self-discrepancy negatively influenced only Perceived Privacy Rights, thereby resulting in reduced quality of contribution in virtual communities. Based on the results of this analysis, we can explain the dysfunctions of multi-identity in virtual communities. First, people who pretend to be different by engaging in socially undesirable behaviors under their alternative identities are more likely to suffer lower levels of psychological wellbeing and thus experience lower levels of sense of virtual community than others. Second, people do not perceive a high level of privacy rights reflecting catharsis, recovery, or autonomy, even though they create different selves and engage in socially undesirable behaviors in a virtual community. Third, people who pretend to be different persons in terms of their intelligence, education, or expertise also indirectly debase the quality of contribution by decreasing perceived privacy rights. The results suggest that virtual community managers should pay more attention to the negative influences exercised by multi-identity on the quality of contribution, thereby controlling the need to create alternative identities in virtual communities. We hope that more research will be conducted on this underexplored area of multi-identity and that our theoretical framework will serve as a useful conceptual tool for all endeavors.

공교육 기독교사들의 기독교사로서의 정체성 형성 과정에 관한 연구

손정위(Jeong-We Son) 한국기독교교육정보학회 2016 기독교교육정보 Vol.0 No.49

이 연구의 목적은 공교육에서 기독교사가 기독교사의 정체성을 형성하는 과정에 대해서 탐구하는 것이다. 다시 말하면, 기독교사가 학교교사의 일을 함에 있어서 기독교 정체성과 교사 정체성을 어떻게 연결시키는가에 대해서 알아보는 것이다. 이 연구의 방법론은 질적연구의 자서전적 방법이다. 이 연구의 자료는 기독교사들의 모임인 사단법인 좋은교사운동에서 발행하는 「좋은교사」에 실려 있는 “좋은교사 좋은만남” 코너에 기독교사들의 이야기를 주 자료로 삼았다. 2012년1월부터 2016년 2월 까지 실린 내용을 연구대상으로 삼았다. 이 중에서 연구에 필요한 자료를 선택하였고, 선택한 자료의 대상자들에게 전화 혹은 만남을 통한 개인적인 인터뷰를 함으로써 더 정확한 자료를 얻어 내용을 보강하였다. 이 연구의 결과는 기독교사들은 교사가 되기 전까지 자신에게 영향을 미친 사건과 인물들을 통해서 기독교사의 정체성이 형성되기 시작하였고, 교사가 된 후 기독교사 실천공동체를 통해서 그 정체성이 더욱더 공고히 형성된 것으로 나타났다. 기독교사들이 교사가 되기 전 그들의 기독교사 정체성에 영향을 미친 것들은 하나님의 사랑을 체험했던 일, 대학에서의 기독동아리 활동, 목회자와 교사사이의 갈등, 학교 선생님의 영향, 어린 시절 상처의 회복 등이 있다. 교사가 된 후에는 기독교사들이 교사직을 수행하면서 만나게 되는 일들 특히 내적 혹은 외적 갈등의 상황에서 교사로서의 정체성이 흔들리는 경우가 많이 있었다. 이 연구에서는 그 갈등을 해결하는 과정에 초점을 맞추었는데 특히 기독교사들의 실천공동체의 역할에 초점을 맞추었다. 결국 기독교사들이 현직의 상황에서 여러 가지 이유로 교사정체성이 흔들릴 때 이 실천공동체에서 어떤 일들이 있었고 이것이 어떻게 교사정체성 회복으로 연결되었는지에 대해 연구하였다. 실천공동체의 역할은 신앙회복으로의 장의로서의 교사실천공동체, 전문성학습의 장으로서의 교사실천공동체, 이상과 현실의 조화의 장으로서의 교사실천공동체, 지속적 재생산으로의 교사실천공동체 등으로 나타났다. The purpose of this paper is to explore the Christian teacher identity formation process of Christian teacher in public school. That is this paper deals with how to make connection between Christian identity and teacher identity by Christian teacher in public school. The method of this study is the autobiographical methods in qualitative research method. This research collects research data from Jan. 2012 to Feb. 2016 in the story of “good teacher, good meeting” in the magazine of 『Good Teacher』, published by the movement of good teacher. The result of this study would be divided in the period of “before teacher” and “current teacher.” In the period of “before teacher”; Research participants insist the experience of God’s love such as the experience of healing from serious illness is the foundation of Christian teacher identity; Research participants assert the activity of ‘practice of community’ in the college periods makes them develop their belief from abstract belief to concrete belief, and this activity makes them enhance teacher competency of solving real problem in the school environment; Research participants suggest that the influence from ‘their good teachers’ is one of the elements of Christian teacher identity; Research participants explain that the experience of recovering from their ‘heart break’ in their youth period is one of the elements of Christian teacher identity. In the period of “current teacher”, research participants assert the activity of the community of practice, such as learning community, is the most important element which effects Christian teacher identity. They argue that the functions of the community of practice in Christian teacher identity formation. The functions of community of practice are the field of recovering belief, the field of changing from beginner teacher to skilled teacher, the field of practical training of balancing between ideal belief and real world belief, and the field of expanding more detailed and specialized community than previous community, which make research participants develop their Christian teacher identity continuously.

형식적 교사교육에서 비형식적 학습공동체로의 확장에 관한 연구

김효숙 한국기독교교육학회 2011 기독교교육논총 Vol.27 No.-

In discussions to vitalize teacher education, main focus of attention has been preplanned explicit knowledge centering around formal curriculum. However, when we consider the essential faith that we should communicate within faith communities or relational learning, we should cope with myopic individual level approaches and pay attention to the dynamic learning ecosystem of teacher communities. Therefore, a teacher community can be re-conceptualized as a community of practice which is informal learning networks. In a community of practice, a curriculum is a history of participatory experiences, which are the condition and the process of building identity. According to the results from an integrated model research applied to the case of the teacher community of the middle school division of M-church to verify the thesis, teachers form identities based on various relationship. Participation as a teacher had a significant level of correlation with awareness, satisfaction, and execution of the role, which can be considered as supporting result for the thesis of this study. With which at the base, affordance conditions are summarized in to facilitate teachers' participation in designing a learning community. This study provides teachers in the faith community with integrated approaches to their living, learning, and teaching, without drawing a line between personal identity as an individual in faith and vocational identity as a teacher. However, the research of teachers' identity building process has its limit in the fact that it centered around the concept of legitimate peripheral participation and the site was confined to the middle school division of M-church. Integration of relational learning through participation and intentional teaching to deal with explicit knowledge can be a good candidate for a follow on research. 교사교육의 활성화는 주로 사전에 계획된 명시적 지식에 초점을 맞춘 형식적 교육과정을 중심으로 논의되어 왔다. 그러나 신앙공동체 안에서 소통해야 할 신앙의 본질이나 관계에 의한 학습을 고려한다면, 교사교육은 개인 차원의 미시적 접근을 넘어 교사공동체 자체의 학습생태적인 힘에 주목할 필요가 있다. 따라서 교사공동체를 관계를 통한 비형식적 학습연대망인 실천공동체로 재개념화하였다. 이러한 실천공동체에서의 교육과정이란 참여 경험의 이력으로서, 합법적 주변 참여는 정체성 형성의 조건이자 과정이 된다. 논의의 타당성을 확인하기 위해 실천공동체를 지향해 온 M교회 중등부 교사공동체 사례를 통합모형연구로 탐색한 결과, 교사들은 다양한 관계에 근거해 정체성을 형성하는 것으로 나타났다. 또한 교사로서의 활동 참여도와 역할 인식도, 역할 만족도, 역할 수행도 사이에 유의한 상관관계가 있다는 것은 형식적 교사교육에서 비형식적 학습공동체로의 확장을 제안하는 본 연구를 지지해주는 결과라 할 수 있다. 연구결과를 토대로 교사들의 참여를 촉진시키는 학습공동체 설계를 위한 소여 조건을 제시하였다. 이 연구는 신앙공동체에 속한 교사들의 신앙인으로서의 개인적 정체성과 가르치는 사람으로서의 사역적 정체성을 분리시키지 않고, 삶과 배움, 그리고 가르침을 통전적으로 탐색했다는 데서 의의가 있다. 그러나 교사로서의 정체성 형성 과정을 합법적 주변 참여라는 개념을 중심으로, M교회 중등부라는 선별된 현장 안에서 탐색하였다는 것이 연구가 지닌 제한점이다. 후속 연구로는 참여를 통한 관계적 학습과 명시적 지식을 다루는 의도적 교수를 융합시키는 연구를 제안할 수 있다.

현대 비디오 아트에서의 공동체 정체성 연구 피크릿 아타이 와 -(Fikrit Atay) 쉬린 네샤트(Shrin Neshat)의 작품 분석을 중심으로-

이지애 ( Ji Ae Lee ),손영실(교신저자) ( Young Sil Sohn ) 한국기초조형학회 2016 기초조형학연구 Vol.17 No.1

본 논문은 제3세계 출신의 현대 비디오 아트 작가인 피그릿 아타이(Fikrit Atay)와 쉬린 네샤트(Shirin Neshat)의 작품을 공동체 정체성의 논의를 중심으로 분석하였다. 초기 비디오 아트에서는 비디오의 동시성, 거울 기능을 활용한 자아의 정체성을 탐구하는 경향이 우세하였다. 하지만 1970, 80년대 이후로 시민운동, 인권운동 등이 활발해지는 복잡한 사회적인 상황과 맞물리며 정체성의 논의는 ‘나’로부터 강조점이 ‘우리’로 이동되며 집단 정체성이 주목을 받게 되었고 1990년대 이후 다문화주의의 영향으로 정체성의 논의는 문화정체성을 기반으로 하는 공동체 정체성으로 확대되었다. 제 3세계 비디오 아트 작가인 아타이와 네샤트는 자신들이 태어난 고향의 공동체 정체성을 화두로 삼으며 정치적, 군사적으로 억압받는 현재의 상황을 비디오 작업을 통해 전 세계에 알리는 대변인 역할을 하며 정치적인 영향을 주기도 했다. 또한 이들은 독특한 비디오 설치 방법으로 관객의 참여를 유도하며 작품의 의미를 극대화 시켰다. 예술에서 정체성의 의미 또한 지속적으로 변화하고 있지만 정체성의 범주는 사회 문화적 담론 안에서 정체성 정치학의 실행을 가능하게하며 공동체 정체성에 관한 논의는 현대 예술가들에게 문화정체성에 관한 논의를 담론화하는 기능을 수행하고 있으며 향후에 다양한 복수의 정체성을 인정하는 방향으로 그 지평이 확장될 것으로 기대된다. This paper analyzed the works of Fikrit Atay and Shirin Neshat, contemporary video artists from the Third World, focusing on discussion about the community identity. The leading trend of the early video arts was exploring the self-identity by means of the simultaneity and mirroring function of video. However, as engaging with complicated social conditions since 1970s and 1980s, such as citizens’ movement and human rights movement, discussions about identity transferred its emphasis from ‘me’ to ‘us’ giving focus on community identity, and since 1990s the effect of multiculturalism expanded the discussion about identity to community identity which is based on cultural identity. Fikrit Atay and Shirin Neshat, contemporary video artists from the Third World, brought up community identity of their home towns as the topic and had the world informed about the politically and militarily oppressed situation through their video art works while exercising political leverage as spokespersons of their countries. In addition, their unique video installation incurred participation of audience and maximized the meaning in their artworks. Although the meaning of identity in art keeps changing, its category enables practice of identity politics within the sociocultural discourse and the discussion on community identity is carrying its function to discourse the discussion of contemporary artists on cultural identity, which is expected to be expanded to acknowledge various multiple identities in the future.

고별기도(요한복음 17장)에 나타난 요한공동체의 정체성 연구

송진순 한국신약학회 2018 신약논단 Vol.25 No.1

This paper aims to study John 17 from a perspective of the Johannine community’s identity. John 17 is the prayer of Jesus to conclude the farewell discourse(13:31-16:33) and petition for the disciples community and future believers. Jesus's prayers of John 17 that includes the themes of farewell discourses such as the glorification, the mutual indwelling(oneness) of God and Jesus and consecration of the believers, shows an understanding of Jesus and an understanding of the Johannine community. The text, based on the historical reality of the community in conflict with Jewish society, is the theological response to the survival of the community in the crisis of world hatred and persecution. Therefore, chapter 17 shows how the community, existing in a world where Jesus is absent, establishes his identity through Jesus' prayer and develops John's unique dualist world view in this process. The believers recognized themselves as God's chosen and sent to the world as Jesus did. The self-identity of the Johannine community make it possible for the community to survive in the midst of the crisis and to reveal God by itself. They kept on doing missionary work as a successor to Jesus not rejecting a world hostile to them but instead trying to go into the world. In this regard, Jesus' prayer is not a petition and intercessory prayer for the community, but a revelation and a command to the community. In this study, I examine the process of establishing identity of the Johannine community centered on the understanding of Jesus through the commentary of Jesus' farewell prayer, and then examine the dynamic attitude of the community to the world. 요한복음 17장은 고별담론을 마무리하고 제자공동체와 미래의 신자들을 위해 간구하는 예수의 기도이다. 본문은 고별담론과 함께 예수에 대한 이해와 요한공동체에 대한 이해를 보여준다. 그것은 유대 사회와 갈등하고 있는 요한공동체의 역사적 현실을 반영한 것으로, 세상의 증오와 박해라는 위기 상황에서 공동체의 존속에 대한 신학적 응답이다. 따라서 17장은 예수의 기도를 통해 예수가 부재한 세상에 살고 있는 요한공동체가 자기 정체성을 확립하고 그 과정에서 요한의 독특한 이원론적 세계관을 전개하는 과정을 보여준다. 요한공동체가 처한 역사적 현실에서 요한의 신학과 자기 정체성은 대외적으로는 와해의 위기에 있는 공동체의 존립을 가능하게 하고 그 자체로 하나님을 계시하는 기능을 한다. 또한 대내적으로는 하나님과 공동체의 연합과 동시에 공동체 내의 연합을 통해 공동체를 지속하게 하고, 파송 받은 자로서 세상에서 예수의 일을 계승하는 기능을 한다. 이 점에서 예수의 기도는 공동체를 위한 간구와 청원이 아니라 공동체에 대한 계시와 명령으로 나타난다. 이에 본고는 예수의 고별기도의 주석을 통해 예수에 대한 이해를 중심으로 요한공동체의 정체성이 신학적으로 확립하는 과정을 고찰하고 나아가서 세상에 대한 공동체의 대항적이자 포용적인 태도에 대해 살펴본다.

온라인 커뮤니티 내 다방향적 의사소통의 영향에 대한 연구: 게시자 전형성의 조절효과를 중심으로

임훈 ( Hoon Lim ),신동우 ( Dong Woo Shin ) 한국소비자학회 2010 소비자학연구 Vol.21 No.4

커뮤니티 브랜드에 대한 외부의 위협으로 인해 촉발된 온라인 커뮤니티에서의 소비자들간의 다방향적(multi-directional) 의사소통 과정에서는 다양한 사회적 요인들이 커뮤니티 및 커뮤니티 브랜드 평가에 영향을 미칠 수 있다. 본 연구에서는 이러한 영향을 구체적으로 알아보기 위해 사회정체성 이론의 게시자 전형성과 (열성회원 vs. 신입회원) 댓글의 성향의 (공격적 vs. 정중한) 상호작용을 중심으로 도출된 예측을 가상의 온라인 커뮤니티를 배경으로 한 실험을 통해 검정하였다. 외부의 위협에 대해 열성회원이 공격적인 댓글을 게시했을 경우 커뮤니티 독자들이 1) 댓글을 호의적으로 평가하였으며 2) 커뮤니티 및 브랜드에 대해 긍정적인 태도를 보였으며, 3) 더 낮은 집단 수치심을 보였으나, 4) 열성회원이 공격적인 댓글을 게시하던 혹은 정중한 댓글을 게시하던 커뮤니티 독자들이 느끼는 집단 자긍심에는 차이가 없는 것으로 나타났다. 이에 반해 신입회원이 정중한 댓글을 게시했을 경우에 커뮤니티 독자들이 1) 댓글을 호의적으로 평가하였으며, 2) 커뮤니티 및 브랜드에 대해 긍정적인 태도를 보였으며, 3) 더 낮은 집단 수치심을 보이고, 4) 더 높은 집단 자긍심을 가치고 있는 것으로 나타났다. 또한 매개된 조절효과 검정 결과 집단 자긍심과 집단 수치심은 게시자 전형성의 조절효과를 댓글 평가, 커뮤니티 빛 브랜드 태도에 부분적으로 매개하는 것으로 나타났다. 본 연구는 커뮤니티 내 의사소통과정에서의 집단 정체성의 영향을 이해하는 새로운 시각을 제시함으로써 마케팅 실무자들이 보다 효과적인 온라인 마케팅 커뮤니케이션 전락을 수립하는데 도움이 되는 많은 시사점을 제공하고 있다. Many communications that consumers participate and observe in online communities show multi-directional characteristics of a complicated social network. When community members encounter an outgroup member`s negative posting on the community brand, they often generate very active multi-directional intra-community discussions by placing replies against the negative posting. The current research attempts to examine such multi-directional communications with a theoretical framework based on Social Identity Theory (Tajfel 1982 Turner 1987). Self-categorization process of Social Identity Theory describes the underlying cognitive process of group identification, and provides an interesting perspective for understanding intra-community communication process. While the majority of theories on persuasion often emphasizes intra-or inter-individual processes, self-categorization theory provides an alternative framework of persuasion based on the shift in the locus of self-perception from an individual level to a collective level. Such sift in the locus of the self provides a theoretical basis that can explain why and how characteristics of group membership may influence intra-community communications. The community members would perceive the negative posting as a threat to the core value of their online community. Such identity threat often increases the perceived uncertainty of social life in the online community, and community members would develop various behavioral strategies to manage the impact of the threat. Further, community members would also form shared expectations on how other community members should response to the threat. We propose that group prototypicality, which describes a community member`s representativeness or centrality in the community, plays an important role in shaping expectations on a community member. Facing the external threat, community members would expect an active member with high group prototypicality should post very aggressive replies that can damage the credibility of the negative posting, and lessen other community members` perceived uncertainty. On the other hand, community members would expect a new member with low group prototypicality should post rather civil replies that can help community members to perceive their community to be more agreeable with the higher level social norms of "Netizenship" behavior. In other words, community members do not expect all the community members should respond to an identity threat in the same way, but rather develop multi-faceted collective strategies to protect their community and the community brand. Depending on the level prototypicality of a community member, community members expect different responses toward the negative posting, and use them strategically to protect positive images of the community and/or manage social uncertainties, Therefore, when a community member`s reply is consistent with community members` strategic expectations, they would evaluate it more persuasive and perceive the community and the community brand more favorably than when his/her reply is inconsistent with the expectations. We further propose that the collective emotions of shame and guilt will mediate the moderating effect of group prototypicality to the dependent variables: message persuasiveness, community attitude, and brand attitude. We tested the proposed predictions in an imaginary online community of a notebook computer and found the following results. First, when the writer of a reply was an active community member with high group prototypicality, community readers evaluate an aggressive reply more favorable than a civil one. They also developed more positive attitudes toward the community and the community brand when the active community member posts an aggressive reply. Second, when the writer of a reply was a new community member with low group prototypicality, community readers evaluate a civil reply more favorable than an aggressive one. They also developed more positive attitude toward the community and the community brand when the new community member posts a civil reply. Third, the interaction between group prototypicality and message aggressiveness influences community readers` collective shame and collective pride. Community readers experience higher level of collective shame when the active member posts a civil reply and when the new member posts an aggressive reply against the threatening posting. On the other hand, community readers experience higher level of collective pride when the new member posts a civil reply than an aggressive one. For the active member`s postings, community readers showed no significant difference between aggressive and civil replies. Fourth, a series of regression analyses were conducted to test the mediated moderating effect (Muller, Judd. and Yzerbyt 2005) of collective emotions, and the results suggest that collective shame and collective pride partially mediated the moderating effect of group prototypicality to the dependent variables. The current research provides interesting theoretical and managerial implications. In our experiment, we observed a significant interaction effect between group prototypicality and message characteristics. This finding suggests that multi-faceted social interaction between community members create a high level social network in an online community. and generate a group based source effect. In addition, marketers often attempt to provide continuous influx of positive information through online communities and curtail negative information as much as possible. However, such marketing practice often backfired and consumers were suspicious about the authenticity of the positive information. Our results imply that marketers, instead of providing positive information all the time, may use some types of negative information as a trigger that increase the group cohesion of an online community and build strong brand communities and brand loyalty.

지역 특성에 따른 지역 정체성과 지역 만족도에 대한 연구

이영원(Youngwon Lee) 강원대학교 사회과학연구원 2010 사회과학연구 Vol.49 No.2

본 연구는 지역적 특성에 따른 지역 정체성의 차이를 알아보고, 지역민의 특성에 따른 지역 정체성의 차이를 분석하였다. 또한 지역 정체성에 따른 지역 언론매체의 이용 행태를 분석하고, 지역 정체성에 따른 지역 평가를 지역 만족도를 통해 탐색하였다. 분석과, 지역 정체성 개념은 지역사회나 지역민, 지역행정 등에 관심을 갖는 지역 관여도, 지역에 대한 애정을 나타내는 지역 애착도, 지역적 특성과 지역의 문화유산에 대한 자부심을 나타내는 지역 자긍심 등으로 구분되었다. 또한 지역민의 특성에 따라 지역 정체성에 대한 인식이 차별적으로 나타났으며, 지역 정체성에 따른 지역 매체 이용행태도 지역에 따라 상이하게 나타났다. 이와 함께, 지역 정체성에 따른 지역 만족도도 지역별로 차별적으로 나타나, 지역 평가에 지역적 특성이 반영됨을 알 수 있었다. 본 연구를 통해 지역 정체성에 대한 심층적 탐색을 할 수 있었으며, 이를 바탕으로 지역민과 지역사회 간의 상호 관계 증진에 기여할 수 있는 매체 및 홍보적 차원의 실증적 방안들을 함께 모색해 보았다. This study is to explore the dimensions of community identity according the characteristics of community and community residents. It is also analyzed the patterns of local media usage and community satisfaction with regard to the community identity. The study results show that the community identity consists of community involvement which relates to community, community residents, and community administration, the community attachment which implies the community affection, and the community pride of the community history and cultural heritage. It also shows that the perception of community identity was differentiated by the characteristics of community residents and the patterns of local media usage. The study results imply that the community evaluation reflects the community characteristics, as the community satisfaction was differentiated by the community identity between the communities. This study provides the insight of the community identity with the empirical analysis and the practical suggestions about the local media and community public relations for the improvement of mutual relationships between community residents and the community.

사이버 커뮤니티의 몰입과 정체성이 친커뮤니티행동 및 만족도에 미치는 영향

박유진(Eu-gene Park),김재휘(Jae-hwi Kim) 사이버커뮤니케이션학회 2006 사이버 커뮤니케이션 학보 Vol.19 No.1

본 연구에서는 사이버 커뮤니티에 대한 몰입과 커뮤니티 구성원으로써의 정체성이 사이버 커뮤니티 구성원의 친커뮤니티 행동 및 커뮤니티활동에 대한 만족도에 영향을 미칠 것으로 가정하고, 사이버 커뮤니티에 가입하여 활동하고 있는 회원들을 대상으로 커뮤니티에 대한 정서적 몰입과 커뮤니티 구성원으로써의 정체성 현출성이 커뮤니티 애호도, 사이버 커뮤니티에서의 사회적 참여행동 및 지원적 참여행동에 미치는 영향에 관하여 실증 자료의 분석을 통하여 검증하였다. 분석 결과, 자신이 활동하는 사이버 커뮤니티에 대한 정서적 몰입이 커뮤니티에 대한 애호도, 사회적 참여행동 및 지원적 참여행동에 긍정적인 영향을 미치는 것으로 나타났다. 마찬가지로, 커뮤니티 구성원으로써의 정체성 현출성 역시 커뮤니티에 대한 애호도, 사회적 참여행동 및 지원적 참여행동에 긍정적인 영향을 미치는 것으로 나타나, 사이버 커뮤니티에서의 커뮤니티 몰입 및 정체성이 친커뮤니티 행동을 이끄는 요소임을 확인할 수 있었다. 아울러, 정체성 현출성 수준에 따라 친커뮤니티 행동이 커뮤니티 활동에 대한 만족도에 미치는 영향에 차이가 있는 것으로 나타났다. The purpose of the current study was to examine the effect of emotional involvement and identity salience on community citizenship behavior (community loyalty, social participation, and advocacy participation) in cyber community. For this purpose, we used on-line survey. Respondents complete a questionnaire on emotional involvement, identity salience, community loyalty, social participation, and advocacy participation. The results of the on-line survey analysis verify that emotional involvement influence on community loyalty, social participation, and advocacy participation. Identity salience also influence on community loyalty, social participation, and advocacy participation. This result mean, as like in offline community setting, emotional involvement and identity salience are important factor to evolve community citizenship behavior in online community. At last, we discuss several theoretical and practical implications, and suggest limitations for the research and future research issue.

청소년의 문화예술활동과 공동체의식

정득(Jung, Deuk),김은수(Kim, Eunsoo),이종석(Lee, Jongseok) 한국청소년정책연구원 2016 한국청소년연구 Vol.27 No.4

이 연구는 청소년의 문화예술활동이 공동체의식에 미치는 영향을 실증적으로 분석한 것이다. 이를 위해 한국청소년정책연구원이 실시한 한국 아동청소년 패널조사(2015)의 원시자료를 활용하여, 고등학교 2학년 1,921명(남학생 986명, 여학생 935명)을 연구대상으로 하였다. 청소년의 성장과 발달에 대한 생태학적 관점에 근거하여, 환경특성(부모관심도, 또래애착도, 교사친밀도, 학습적응도)이 공동체의식에 영향을 미치며, 개인특성으로서 자아정체성은 환경특성과 공동체의식과의 관계를 매개하는 것으로 경로모형을 설정하였다. 청소년의 문화예술활동이 공동체의식에 미치는 영향을 파악하기 위해, 문화예술 경험집단과 무경험집단 사이에 연구모형의 유의적인 경로에 차이가 있는지 구조방정식모형(SEM, Structural Equation Modeling)을 통해 분석하였다. 문화예술활동 경험집단(n = 1,595)은 부모관심도를 제외한 모든 환경변수가 공동체의식에 양(+)의 영향을 미치며, 자아정체성은 환경변수와 공동체의식을 매개하는 효과가 존재하였다. 반면에 무경험집단(n = 326)은 교사친밀도와 학습적응도만이 공동체의식에 양(+)의 영향을 미치며, 자아정체성의 매개효과는 존재하지 않았다. 이러한 연구결과는 청소년 공동체의식에 영향을 미치는 주요변수가 학교생활의 적응(교사친밀도와 학습적응도)이며, 문화예술활동은 공동체의식에 긍정적 영향을 미칠 뿐만 아니라, 자아정체성 형성에 대한 순기능을 통해 공동체의식을 함양시킨다는 것을 시사한다. The aim of this study was to empirically investigate the effects of arts and cultural activities on the sense of community from an ecological perspective. The data thus used came from the Korean Children and Youth Panel Survey 2015 (KCYPS 2015) conducted by the National Youth Policy Institute. Analysis was conducted upon 1,921 high school junior students (986 males and 935 females). Based on an ecological perspective of adolescent growth and development, we conducted a path model analysis where environmental characteristics (such as parent intimacy, friend intimacy, teacher intimacy, and study adaptation) have an influence on the sense of community as an individual characteristic. In this model, self-identity mediates the causal pathway between the environmental variables and the sense of community, providing that the environmental variables are causally related to the self-identity and the self-identity is causally related to the sense of community. To examine whether or how arts and cultural activities affect the sense of community, we compared the difference in the statistically significant path between two groups classified according to whether they participated in arts and cultural activities using Structural Equation Modeling (SEM). The engagement group (n = 1,595) in arts and cultural activities showed that all the paths except for that of parent intimacy remained significant in terms of positively influencing the sense of community. In particular, self-identity had a mediating effect between the environmental variables and the sense of community. In the non-engagement group (n = 326), however, a limited number of the paths were significant and there was no mediating effect of self-identity. That is, teacher intimacy and the study adaptation had positive effects on the sense of community, but parent intimacy and friend intimacy had no significant effect on the sense of community. The variables of friend intimacy, teacher intimacy, and study adaptation had positive effects on self-identity, however, self-identity did not affect the sense of community significantly. These results indicate that the adolescent adaptation to school life is a major influencing factor on the sense of community, and participating in arts and cultural activities by adolescents plays a positive role in establishing their self-identity, which in turn, leads to development of their sense of community.