THE EFFECTS OF TECHNOLOGY ON PEER RELATIONSHIPS AND INTERPERSONAL UNDERSTANDING: A CASE STUDY AT A TEACHER EDUCATION INSTITUTE IN MALAYSIA.
DOI:
https://doi.org/10.24297/jssr.v11i1.5108Keywords:
Effects of technology, peer relationship, interpersonal understanding, cyberbullying, information and communication technologyAbstract
In this information age, technology such as the internet has a profound effect on the peer relationships and interpersonal understanding.The study incorporates the views of authors on the subject. There are advantages and disadvantages in using electronic communication for interpersonal understanding. It promotes better understanding, cooperation and closer peer relationship among students and teens. However, it also has a darker side. It can lead to cyberbullying. Information and communication technology has transformed the classroom scenario by the use of videos, etc. in the teaching and learning process. Students have become more sophisticated in applying electronic devices for their academic performance. The findings show that majority of the students prefer to use e-mail in their interaction. It is recommended that teachers and parents monitor the students to ensure there is no abuse and misuse of technology.
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References
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Guilford.
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influence in children and adolescents (pp. 17-44). New York: Guilford.
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computer-based learning environments: Evidence for reciprocal understandings. Journal of Educational
Computing Research, 21(3), 359-384.
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Adolescent Health, 41, S22-S30.
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high school theatre program? Child Development, 78, 1083-1099.
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associations between social isolation and adjustment problems in young children. Child Development, 78,
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methodological reflection. Distance Education, 23(1), 109-117.
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University of Nijmegen.
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Media-and-Young-Adults.aspx
[35] Lloyd, J.M., Dean, L.A., & Cooper, D.L. (2007). Students’ technology use and its effects on peer relationships,
academic involvement and healthy lifestyles. NASPA Journal, (44)3, 481-495.
[36] Levitt,M.J., Guacci-Franco, N., & Levitt J.L. (1993). Convoys of social support in childhood and early
adolescence: Structure and function. Developmental Phsychology, 29, 811-818.
[37] Parks, C.P., (1995). Gang behavior in schools: Reality or myth? Educational Psychology Review, 7, 41-68.
[38] Patrick, H., Andermann, L.H., & Ryan, A.M. (2002). Social motivationand the classroomsocial environment.In
C. Midgley (Ed.), Goals, goal structures, and patterns of adaptive learning (pp.85-108). Mahwah, NJ:
Erlbaum.
[39] Paul, S., Smith, P.K., & Blumberg, H.H. (2012). Revisiting cyberbullying in schools using the quality circle
approach. School Psychology International, 33(5), 492-504.
[40] Patchin, J.W., & Hinduja, S. (2010). Cyberbullying and self-esteem. Journal of School Health. 80, 614-21.
[41] Pellegrini, A.D., & Long, J.D. (2002). A longitudinal study of bullying, dominance and victimization during the
transition from primary school through secondary school. British Journal of Development Psychology, 20,
259-280.
[42] Pempek, T.A., Yermolayeva, Y.A., Calvert, S.L. (2009). College students’ social networking experiences on
facebook. Journal of Applied Development Psychology, 30(3), 227-238.
[43] Pogrow, S. (1996). Using computers and other visual technology to combine process and content. In A.
Costa & R. Liebman (Eds.), When process is content: Toward renaissance learning (pp. 98-116). Thousand
Oaks, CA: Corwin Press.
[44] Quan-Haase, A., & Young, A.L. (2010). Uses and gratifications of social media: A comparison of Facebook
and Instant Messaging. Bulletin of Science, Technology & Society, 30 (5), 350-361.
[45] Rose, A.J. (2002). Co-rumination in the friendship of girls and boys. Child Development, 73, 1830-1843.
[46] Salamon., G. (1994). Differences in patterns: Studying computer enhanced learning environments. In S.
Vosniadou, E. De Corte & H. Mandl (Eds.) Technology-based learning environments: Psychological and
educational foundations (pp. 79-85). NATO ASI Series F: Computer and System Science, Vol. 137. Berlin:
Springer.
[47] Shariff, S. (2008). Cyber-bullying: Issues and solutions for the school, the classroom and the home. London:
Routledge.
[48] Sharp, S., Thompson, D., & Arora, T. (2000). How long before it hurts? An investigation into long-term
bullying. School Psychology International, 21,(1), 37-46.
[49] Smith, P.K., Mahdavi, J., Carvalho, M., Fisher, S.Russell, S., & Tippett, N. (2008). Cyberbullying: Its nature
and impact in secondary school pupils. Journal of Child Psychology ad Psychiatry, 49, 376-385.
[50] Spears, B., Slee, P., Owens, L., & Johnson, B.(2009). Behind the scenes and screens: Insights into the
human dimension of covert and cyberbullying. Journal of Psychology, 217, 189-196.
[51] Steinberg, L. (1996). Risk taking in adolescence. Current Directions in Psychological Science, 16, 55-59.
[52] Steinkuehler, C.A., Derry, S.J., Hmelo-Silver, C.E. & DelMarcelle, M. (2002). Cracking the resource nut with
distributed problem-based learning in secondary teacher education. Distance Education, 23(1), 23-29.
[53] Tufekci, Z. (2008). Grooming, gossip, facebook and myspace. Information, Communication & Society, 11(4),
544-564.
[54] Turkle, S. (1984). The Second Self. New York: Simon & Schuster.
[55] Turow, J. (1999). The internet and the family: The view from parents, the view from the press. Philadelphia,
PA: Annenberg Public Policy Centre of the University of Pennsylvania.
[56] Urdan, T.C., & Maher,M.L. (1995). Beyond a two-goal theory of motivation and Achievement: A case for
social goals. Review of Educational Research, 65, 213-243.
[57] Urista, M.A., Dong, Q., & Day, K.D. (2009). Explaining why young adults use myspace and facebook through
uses and gratification theory. Human Communication, 12(2), 215-229.
[58] Valkenburg, P.M., & Peter, J. (2009). Social concequencesog the Internet for adolescents: A decade of
research. Current Directions in Social Science, 18, 1-5.
[59] Vossekuil, B., Fein, R., Borum, R., & Modezeleski, W. (2002). The final report and findings of the safe school
initiative: Implications for the prevention of school attacks in the United States. U.S. Secret Service and U.S.
Department of Education, Washington D.C.
[60] Wentzel, K.R. (2009). Peers and academic functioning at schools. In K.H. Rubin, W.M. Bukowski, & B.
Laursen (Eds.), Handbook of peer interaction, relationships, and groups (pp. 531-547), New York: Guilford.
[61] Willard, N.E. (2007). Cyberbullying and cyberthreats: Responding to the challenge of online social
aggression, threats and distress. Champaign, IL: Research Press.
[62] Wolak, J., Mitchell, K.J., & Finkelhor, D. (2007). Does online harassment constitute bullying? An exploration
of online harassment by known peers and online-only contacts. Journal of Adolescent Health, 41, 51-58.
Dodge (Eds.). Understanding peer influence in children and adolescents (pp. 141-1600. New York: Guilford.
[2] Archer, J., & Coyne, S.M. (2005). An integrated review of indirect, relational and social aggression.
Personality and Social Psychology Review, 9, 212-230.
[3] Baker, L.R., & Oswald, D.L. (2010). Shyness and online social networking services. Journal of Social &
Personal Relationship, 27(7), 873-889.
[4] Basinger, K.S, Gibbs, J.C., & Fuller, D. (1995). Context and the measurement of moral judgement.
International Journal of Behavioral Development, 18, 537-556.
[5] Baym, N.K., Zhang, Y.B., & Lin, M. (2004). Social interactions across media. New Media & Society, 6(3), 299-
318.
[6] Berndt, T.J., Laychak, A.E., & Park, K. (1990). Friends’ influence on adolescents’ academic achievement
motivation: An experimental study. Journal of Educational Psychology, 82, 664-670.
[7] Bjorkqvist, K., Lagerspetz, K. & Kaukiainen, A. (1992). “Do girls manipulate and boys fight? Developmental
trends in regard to direct and indirect agressionâ€. Aggressive Behavior, 18, 117-127.
[8] Boyd, D.M. & Ellison, N.B. (2009). Social Network Sites: Definition, history and scholarship. Journal of
Computer Mediated Communication, 13, 210-230.
[9] Brown, B.B. (1990). Peer groups. In S. Feldman & G. Elliot (Eds.), At the threshold: The developing
adolescent (pp. 171-196). Cambridge, MA: Harvard University Press.
[10] Brown, B. (2011). Popularity in peer group perspective: The role of status in adol Bscent peer systemss. In
A.H.N. Cillessen, D. Schwartz, & L.Mayeux (Eds.), Popularity in the peer system (pp.165-192). New York:
Guilford.
[11] Brown, B.B., Bakken, J.P., Ameringer., S.W., & Mahon, S.D. (2008). A comprehensive conceptualization of
the peer influence process in adolescence. In M.J. Prinstein & K.A. Dodge (Eds.), Understanding peer
influence in children and adolescents (pp. 17-44). New York: Guilford.
[12] Coley, R., Cradler, J. & Engel, P. (1997). Computers and classrooms: The status of technology in US
schools. Princeton, NJ: Policy Information Centre, Education Support System.
[13] Crook, C. (1994). Computers and the colloborative experience of learning. London: Routledge.
[14] Crosnoe, R. (2011). Fitting in, standing out: Navigating the social challenge of high school to get an
education. Cambridge, England: Cambridge University Press.
[15] Dishion, T.J., Piehler, T.F., & Myers,M.W. (2008). Dynamics and ecology of adolescent peer influence. In
M.J. Preinstein & K.A. Dodge (Eds.), Understanding peer influence in children and adolescents (pp. 72-93).
New York: Guileford.
[16] Dooley, J.J., Pyzalski, J. & Cross, D. (2009). Cyberbullying versus face-to-face bullying: A theoritical and
conceptual review. Journal of Psychology, 217, 182-188.
[17] Ellison, N.B., Steinfield, C., & Lampe, C. (2007). The benefits of Facebook “friendsâ€: Social capital and
college students’ use of online social network sites. Journal of Computer-Mediated Communication, 12,
1143-1168.
[18] Erwin, P. (1993). Friendship and peer relations in children. Chicester, England: Wiley.
[19] Espelage, D.L., & Swearer, S.M. (2003). Research on school bullying and victimization: What have we learnt
and where do we go from here? School Psychology Review, 32(3), 365-383.
[20] Freedman, S.G. (1990). Small victories: The real world of a teacher, her student, and their high school. New
York: Harper & Row.
[21] Gottman, J.M. (1986). The world of coordinated play: Same and cross-sex friendship in young children. In
J.M. Gottman, & J.G. Parker (Eds.), Conversations of friends: Speculations on affective development (pp.
139-191). Cambridge, England: Cambridge University Press.
[21] Greenhow, C., Robelia, B., & Hughes, J.E. (2009). Web 2.0 and classroom research. What path should we
take now? Educational Researcher, 38, 246-259.
[22] Gross, E.F., Juvonen, J., & Gable, S.L. (2002). Internet use and well-being in adolescence. Journal of Social
Issues, 58, 75-90.
[23] Hawkins, J., Sheingold, K., Gearhart, M. & Berger, C. (1982). Microcomputers in schools: Impact on the
social life of elementary classroom. Journal of Applied Development Psychology, 3, 361-373.
[24] Jarvela, S., Bonk, C.J., Lehtinen, E. & Lehti, S. (1999). A theoritical analysis of social interactions in
computer-based learning environments: Evidence for reciprocal understandings. Journal of Educational
Computing Research, 21(3), 359-384.
[25] Koschmann, T. (1996). Paradigm shifts and instructional technology: An introduction. In T. Koschmann (Ed.)
CSCL: Theory and practice of an emerging paradigm (pp. 1-23). Machwah, NJ: Lawrence Erlbaum.
[26] Koschmann, T., Hall, R., & Miyake, N. (2002). CSCL 2.: Carrying forward the conversation. Mahwah, NJ:
Lawrence Erlbaum.
[27] Kowalski, R.M., & Limber, S.P. (2007). Electronic bullying among middle school students. Journal of
Adolescent Health, 41, S22-S30.
[28] Kubey, R.W., Lavin, M.J., & Barrow, J.R. (2001). Internet use and collegiate academic performance
decrement: Early findings. Journal of Communication, 366-382.
[29] Kumpulainen, K. & Wray, D. (2002). Classroom interaction and social learning. London: Routledge.
[30] Larson, R.W., & Brown, J.R. (2007). Emotional development in adolescence. What can be learned from a
high school theatre program? Child Development, 78, 1083-1099.
[31] Laursen, B., Bukowski, W.M., Aunola, K. & Nurmi, J.E. (2007). Friendship moderates prospective
associations between social isolation and adjustment problems in young children. Child Development, 78,
1395-1404.
[32] Lehtinen, E. (2002). Developing models for distributed problem based learning: theoritical and
methodological reflection. Distance Education, 23(1), 109-117.
[33] Lehtinen, E., Hakkarainen, K. & Lipponen, L., Rahikainen, M. & Muukkonen, H. (1999). Computer supported
collaborative learning: A review. The J.H.G.I. Giesbers Reports on Education, No 10. The Neitherlands:
University of Nijmegen.
[34] Lenhart, A., Purcell, L. Smith, A., & Zickuhr, K. (2010). Social media and young adults. Pew internet and
american life project. Retreived June 2011, 2016 from http:// www.pewinternet.org/Reports/2010/Social-
Media-and-Young-Adults.aspx
[35] Lloyd, J.M., Dean, L.A., & Cooper, D.L. (2007). Students’ technology use and its effects on peer relationships,
academic involvement and healthy lifestyles. NASPA Journal, (44)3, 481-495.
[36] Levitt,M.J., Guacci-Franco, N., & Levitt J.L. (1993). Convoys of social support in childhood and early
adolescence: Structure and function. Developmental Phsychology, 29, 811-818.
[37] Parks, C.P., (1995). Gang behavior in schools: Reality or myth? Educational Psychology Review, 7, 41-68.
[38] Patrick, H., Andermann, L.H., & Ryan, A.M. (2002). Social motivationand the classroomsocial environment.In
C. Midgley (Ed.), Goals, goal structures, and patterns of adaptive learning (pp.85-108). Mahwah, NJ:
Erlbaum.
[39] Paul, S., Smith, P.K., & Blumberg, H.H. (2012). Revisiting cyberbullying in schools using the quality circle
approach. School Psychology International, 33(5), 492-504.
[40] Patchin, J.W., & Hinduja, S. (2010). Cyberbullying and self-esteem. Journal of School Health. 80, 614-21.
[41] Pellegrini, A.D., & Long, J.D. (2002). A longitudinal study of bullying, dominance and victimization during the
transition from primary school through secondary school. British Journal of Development Psychology, 20,
259-280.
[42] Pempek, T.A., Yermolayeva, Y.A., Calvert, S.L. (2009). College students’ social networking experiences on
facebook. Journal of Applied Development Psychology, 30(3), 227-238.
[43] Pogrow, S. (1996). Using computers and other visual technology to combine process and content. In A.
Costa & R. Liebman (Eds.), When process is content: Toward renaissance learning (pp. 98-116). Thousand
Oaks, CA: Corwin Press.
[44] Quan-Haase, A., & Young, A.L. (2010). Uses and gratifications of social media: A comparison of Facebook
and Instant Messaging. Bulletin of Science, Technology & Society, 30 (5), 350-361.
[45] Rose, A.J. (2002). Co-rumination in the friendship of girls and boys. Child Development, 73, 1830-1843.
[46] Salamon., G. (1994). Differences in patterns: Studying computer enhanced learning environments. In S.
Vosniadou, E. De Corte & H. Mandl (Eds.) Technology-based learning environments: Psychological and
educational foundations (pp. 79-85). NATO ASI Series F: Computer and System Science, Vol. 137. Berlin:
Springer.
[47] Shariff, S. (2008). Cyber-bullying: Issues and solutions for the school, the classroom and the home. London:
Routledge.
[48] Sharp, S., Thompson, D., & Arora, T. (2000). How long before it hurts? An investigation into long-term
bullying. School Psychology International, 21,(1), 37-46.
[49] Smith, P.K., Mahdavi, J., Carvalho, M., Fisher, S.Russell, S., & Tippett, N. (2008). Cyberbullying: Its nature
and impact in secondary school pupils. Journal of Child Psychology ad Psychiatry, 49, 376-385.
[50] Spears, B., Slee, P., Owens, L., & Johnson, B.(2009). Behind the scenes and screens: Insights into the
human dimension of covert and cyberbullying. Journal of Psychology, 217, 189-196.
[51] Steinberg, L. (1996). Risk taking in adolescence. Current Directions in Psychological Science, 16, 55-59.
[52] Steinkuehler, C.A., Derry, S.J., Hmelo-Silver, C.E. & DelMarcelle, M. (2002). Cracking the resource nut with
distributed problem-based learning in secondary teacher education. Distance Education, 23(1), 23-29.
[53] Tufekci, Z. (2008). Grooming, gossip, facebook and myspace. Information, Communication & Society, 11(4),
544-564.
[54] Turkle, S. (1984). The Second Self. New York: Simon & Schuster.
[55] Turow, J. (1999). The internet and the family: The view from parents, the view from the press. Philadelphia,
PA: Annenberg Public Policy Centre of the University of Pennsylvania.
[56] Urdan, T.C., & Maher,M.L. (1995). Beyond a two-goal theory of motivation and Achievement: A case for
social goals. Review of Educational Research, 65, 213-243.
[57] Urista, M.A., Dong, Q., & Day, K.D. (2009). Explaining why young adults use myspace and facebook through
uses and gratification theory. Human Communication, 12(2), 215-229.
[58] Valkenburg, P.M., & Peter, J. (2009). Social concequencesog the Internet for adolescents: A decade of
research. Current Directions in Social Science, 18, 1-5.
[59] Vossekuil, B., Fein, R., Borum, R., & Modezeleski, W. (2002). The final report and findings of the safe school
initiative: Implications for the prevention of school attacks in the United States. U.S. Secret Service and U.S.
Department of Education, Washington D.C.
[60] Wentzel, K.R. (2009). Peers and academic functioning at schools. In K.H. Rubin, W.M. Bukowski, & B.
Laursen (Eds.), Handbook of peer interaction, relationships, and groups (pp. 531-547), New York: Guilford.
[61] Willard, N.E. (2007). Cyberbullying and cyberthreats: Responding to the challenge of online social
aggression, threats and distress. Champaign, IL: Research Press.
[62] Wolak, J., Mitchell, K.J., & Finkelhor, D. (2007). Does online harassment constitute bullying? An exploration
of online harassment by known peers and online-only contacts. Journal of Adolescent Health, 41, 51-58.
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2017-01-20
How to Cite
Sathappan, R., & Sathappan, M. (2017). THE EFFECTS OF TECHNOLOGY ON PEER RELATIONSHIPS AND INTERPERSONAL UNDERSTANDING: A CASE STUDY AT A TEACHER EDUCATION INSTITUTE IN MALAYSIA. JOURNAL OF SOCIAL SCIENCE RESEARCH, 11(1), 2257–2267. https://doi.org/10.24297/jssr.v11i1.5108
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