i

Copyright

by

Peyman Rashidian

2016

ii

The Thesis Committee for Peyman Rashidian

Certifies that this is the approved version of the following thesis:

Online Use

APPROVED BY

SUPERVISING COMMITTEE:

Matthew Eastin

Vincent Cicchirillo

Supervisor:

iii

Online Use

by

Peyman Rashidian, BA; MA

Thesis

Presented to the Faculty of the Graduate School of

The University of Texas at Austin

in Partial Fulfillment

of the Requirements

for the Degree of

Master of Arts

The University of Texas at Austin

May 2016

iv

Abstract

Online Use

Peyman Rashidian, MA

The University of Texas at Austin, 2016

Supervisor: Matthew Eastin

Today’s social network sites give consumers control over producing, circulating

and consuming content, thus allowing platforms such as Facebook, YouTube, and

Wikipedia to compete with bigger media (i.e., television, newspapers, etc.). To better

understand this complex and competitive environment, the current study examines user

motivations for consuming, creating, and participating on Facebook, YouTube, and

Wikipedia. In order to understand why users consume, create and participate, the uses

and gratifications framework is applied. Data indicate that while motivations do vary

across platforms, entertainment was the most common expectancies across Facebook,

YouTube, and Wikipedia for consuming, creating, and participating.

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Table of Contents

Chapter 1: Introduction .............................................................................................1

Chapter 2: Literature Review ...................................................................................3

Uses and Gratifications Approach ...................................................................5

Bridging U&G To UGC...................................................................................7

Gratification Expectancies ...............................................................................7

Chapter 3: Research Questions ..............................................................................11

Chapter 4: Methodology ........................................................................................12

Data Analysis ................................................................................................12

Sample............................................................................................................12

Procedure .......................................................................................................12

Dependent Measure .......................................................................................13

Independent Measure .....................................................................................13

Chapter 5: Result .....................................................................................................17

Chapter 6: Discussion and Conclusion ..................................................................27

Appendix A: Survey...............................................................................................29

References ..............................................................................................................86

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List of Tables

Table 1: Wikipedia-Consume ........................................................................18

Table 2: Facebook-Consume ..........................................................................19

Table 3: YouTube-Consume ..........................................................................20

Table 4: Facebook-Create ..............................................................................22

Table 5: YouTube-Create ...............................................................................23

Table 6: Facebook-Participate ........................................................................25

Table 7: YouTube-Participate ........................................................................26

1

Chapter 1: Introduction

Over last several decades, both traditional and interactive media have developed into a

complex and dynamic form of content presentation. Established in 1980, Usenet was a

discussion network allowing users to read and post messages in different categories for the first

time. Years later, the Prodigy Communication Corporation launched the first online service with

a graphical user interface, thus, pioneering what is now known as web portals. In 2005 the

British Broadcasting Corporation started a small project focusing on user generated content

(UGC). In a short period of time, they received thousands of pictures and video clips from the

audiences. With the advent of web2.0 technologies, today, traditional media is available to

consumers at their most convenient time and location. Moreover, creating an equal playing

ground with “big media”, today’s new technologies give consumers control over producing,

circulating and consuming the content (Daugherty, Eastin, Bright & Chu, 2011). As consumers

increasingly migrate to online venues, media researchers, including those interested in uses and

gratifications (U&G) theory, have also turned their attention to better understanding how, why,

and what effect audiences use newer media. Simply,

Severo (2015) defines UGC as video, blogs, discussion forum posts, digital images or

audio files created by consumers or end-users made publicly available to other consumers and

end-users. Simply, publicly created or produced media content primarily distributed on the

Internet is considered UGC (Daugherty, Eastin & Bright, 2008). Juxtaposing UGC, Khan (2013)

suggests UGC is media content generated by the consumers instead of the traditional journalists

and reporters (para.1). That is, Khan suggests the average users on Twitter and Facebook are

now disseminating current news instead of journalist.

2

Beginning in 2004 and the growing web 2.0 market, UGC has formed a plethora of niche

markets within the media landscape, generating more than $450 million in advertising revenues

(Daugherty et al. 2008). Blogs, podcast, and news feeds are now added into top television

networks’ media strategies, proving the perceived ability of UGC to interact effectively with

today’s consumers.

The current research is meant to understand what motivates different components of

UGC. To this end, this study will leverage audience’s perceived expected gratifications to predict

user consumption, participation, and creation. Here, traditional media motivations such as

entertainment, information, and social, as well as newer motivations such as self-reactive, self-

expression, and self-actualization will be used to predict consumption, participation, and creation

of UGC.

3

Chapter 2: Literature Review

Every day, 6500 new videos are uploaded on YouTube and more than 6 million pictures

on Facebook (Idato, 2006; McGirt, 2007; Shao, 2009). People use popular sites such as

Facebook to satisfy social needs via communicating online with one another. Virtual

Communities are formed through audiences communicating about sharing interests, sociability,

and identity. “Given that virtual communities are often built around user-generated contents, and

responding to content is argued to be an integral part of community development since it can

reinforce dynamic content creation” (Shao, 2009, p.11). People increasingly make use of

Facebook, and other social media to “learn how to make sense of things from their peers on just

about any subject” (Bowman & Willis, 2003, p. 40). Social sites such as YouTube represent a

combination of the traditional options of television, music, and film. Wikipedia, also

representing an online social network, allows audiences to produce articles or edit exciting

articles, with immediate, obvious, and available result to the world (Bandura, 1995). Research

suggests that science-related knowledge-seeking people find Wikipedia easy to use and

informative (Rainie & Tancer, 2007).

Shao (2009) argues that individuals consume, participate and produce UGC in different

ways for different purposes. This research tries to shed light on users’ motivations of consuming,

creating, and participating UGC on social media. The current research will use platforms such of

Facebook, YouTube and Wikipedia to examine individuals’ motivations of consuming, creating,

and participating UGC. UGC definitions are divided in three parts for each medium as follows:

4

Wikipedia:

● Consuming: Reading the article by individuals.

● Creating: Creates articles by anyone registered on the site.

● Participating: Editing and sharing the articles by anyone registered on the site.

YouTube:

● Consuming: Watching videos and reading comments provided by others.

● Creating: Uploads videos on YouTube by anyone registered on the site.

● Participating: Sharing, liking and writing comments by individuals.

Facebook:

● Consuming: Watching and reading whatever is created and shared by others.

● Creating: Users create posts, uploads their own Images and videos.

● Participating: Sharing others post, videos and Images, Liking others post, videos

and Images, writing comment on others post, videos and images. Sharing UGC

created outside social media.

5

USES AND GRATIFICATIONS APPROACH

The uses and gratifications (U&G) approach helps researchers understand the connection

between media usage and gratification sought and obtained. U&G began in the 1940s when

researchers became intrigued about why audiences involved in different forms of media

behavior, such as listening to the radio or reading the newspaper (Dozier & Rice, 1984;

Ruggiero, 2000). Blumler and Kate’z (1974) suggest that in addition to understand how media

influences people, we should also be concerned with what people do with media. This

perspective was a concern of many mass communication researchers who agreed that it is

necessary to embrace a new view of mass communication process which supports the concept of

an active audience. Early U&G research suggested five basic assumptions. The first one

concentrates on motivation and indicates that users consume media based on their goals and

purposes. The second assumption is that the content was selected actively by media users. The

third suggests media use and behavior are affected by social and psychological former variable.

The fourth one suggests that there are functional alternatives to media use in that other

communication can also satisfy wants and needs. And finally, media selection is a conscious

choice (Rubin, Perse, & Powell, 1985). What is known as the uses and gratifications approach by

mass communication scholars today is generally identified to be a sub-tradition of media effects

research (McQuail, 1994; Ruggiero, 2000).

Uses and gratifications suggests that social and psychological motives direct audiences to

select a particular media to satisfy needs (Blumer, 1979; Katz, Blumler & Gurevitch, 1974;

Rubin,1993,2002; Haridakis,2013; Eastin, Cicchirillo & Mabry, 2015). Many Studies (e.g.

Charney & Greenberg, 2001; Chou & Hsiao, 2000; Flanagin & Metzger, 2001; Papacharissi &

Rubin, 2000; Pai & Arnott, 2013; Song, LaRose, Eastin & Lin, 2004; Stafford & Stafford, 2001;

6

Eastin, Cicchirillo & Mabry, 2015) have used the uses and gratifications approach to

demonstrate why people choose a particular media to fulfill needs. The results generally show

that gratifications help to explain the way people use media (Rosengren, Wenner & Palmgreen,

1985). Depending on expectations, individuals select media or message alternatives (Rubin,

2009). According to UGT, the audience has control over their media consumption and assumes

an active role in interpreting and integrating media into their own lives. Moreover, UGT suggests

the media and other sources of information compete against each other for viewers’ gratification

(Blumler & Gurevitch, 2001).

Relaxation, entertainment, social interaction, information, arousal, escape, and parasocial

interaction are among the reasons recognized by researchers for consuming media (Rubin, 2009;

Eastin, Cicchirillo & Mabry, 2015). However, research shows that information, entertainment,

and social gratifications are the main (i.e., consistent) reasons individuals use a particular media

(LaRose & Eastin, 2004; Eastin, Cicchirillo & Mabry, 2015).

7

BRIDGING U&G TO UGC

UGC helps consumers connect with each other and feel important (Daugherty el al.

2008). Consumers have greater tendencies to create blogs, post within discussion forums, and

construct Web sites than simply to consume these forms of UGC (Daugherty el al. 2008). On the

other hand, audiences are more willing to watch videos, view pictures, listen to audio, and visit

Wiki sites when experiencing UGC rather than when creating such content. Daugherty el al.

claimed a significant correlation between consumers’ attitudes toward User Generated Content

and creation and consumption of the content. Thus, it is important that a positive consumer UGC

experience is created, “in terms of both products offered and content provided by marketers to

promote goods and services through UGC” (Daugherty el al. 2008, p.8).

This research will look to traditional motivations such as information, entertainment,

social, self-reactive (i.e., similar to a mood management construct), self-expression, and self-

actualization expectancies at the macro-level to evaluate media expectancy differences across

Facebook, YouTube, and Wikipedia.

GRATIFICATIONS EXPECTANCIES

Self-Expression Expectancies

The presentation of one’s own identity is referred to self-expression. There is a

supposition that people are in need of expressing their “true” or inner self to the outside word,

and let others know them as they see themselves (Goffman, 1959; McKenna & Bargh, 1999;

Swann, 1983; Shao, 2009). On user-generated sites such as venues where blogging, video

casting, and other self-expression activities, self-expression becomes an important motivation

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(Shao, 2009). Simply, UGC allows users to present themselves directly or indirectly through

topic, pictures, and words (VanLear, 2005; Shao, 2009). Urista and Dong ( 2009) also claims that

SNSs are being used as a tool by many youth to create an attractive identity, in which they are

able to make their character based on what they want to be seen like; which consequently

increases one’s self-steam, not only in the online world, but also in the real world. In other

words, they have the luxury and convenience of depicting themselves from their own phone or

computer.

Self-Actualization Expectancies

Self-actualization is defined as “working on one’s own identity and reflecting on one’s own

personality” (Trepte, 2005, p. 170). As a motivation, self-actualization comes from unconscious

mind which is instinctive and primitive (Mook, 1996), but it can also be considered a

psychological trigger of personal awareness, desire to be recognized and acceptance by others

(Kollock, 1999; Rheingold, 1993; Shao, 2009). SNS are being used by young people to create an

online identity that resemble a desirable self that will enhance one’s identity and sense of self in

both in the online and “real” world (Urista el al. 2008). Further, Shao suggests that self-

expression and self-actualization drive individuals to produce content in order to construct their

own identities.

Social Expectancies

Early research on traditional media such as television defined social expectancies through

parasocial interactions. Parasocial interaction is defined as a one sided relationship between the

user and the media. For example, the relationship between a fan and a celebrity or sport club

would be considered a parasocial interaction. Internet related research extends and deviates from

9

the parasocial interaction to the way people create a social network around them in a virtual

environment (McGuire, 1974, LaRose & Eastin, 2004). Specifically looking to SNS, Johnson

and Yang (2009) argued that users use Twitter to connect and communicate with other users,

share thoughts in a public forum and keep track of what other users are talking about. This

research also indicates that “It may be that users first sign up for Twitter due to expectations of

satisfying social motives, but our results indicate that either a) information motives become more

important over time as an individual’s use of Twitter increases; or b) social motives were never

important to begin with” (p.19). Thus, the current research will look to see if social expectancies

predict the creation, participation and consumption of Facebook, YouTube and Wiki.

Information Expectancy

Information acquisition has been a significant predictor of media consumption (Flanagin &

Metzger, 2001). Information is often defined as the opportunity to obtain local, regional and

world news, information about people and places, and finally, knowledge acquisition (Charney

& Greenberg, 2002; Livaditi, Vassilopoulou, Lougos, & Chorianopoulos, 2003). In the past,

television has been considered the leading information outlet, however, information immediacy,

depth, and potential customization position media such as the Internet as functionally superior

(Flanagin & Metzger, 2001). Moreover, the immediacy of social media information supports the

idea that due to their accessibility and openness, users today use social network sites (SNS) such

as Facebook to collect information (Urista el al, 2009). The current research will look to see if

information expectancies predict the creation, participation and consumption of Facebook,

YouTube and Wiki.

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Entertainment and Self-Reactive Expectancies

Some researchers consider entertainment as a psychological need which is often defined

as a state of metal relaxation, even if it means an escape from reality (Eastin & Cicchirillo, &

Mabry, 2015; Palmgreen & Rayburn, 1979; Rubin, 1984). While early research simply collapsed

all forms of entertainment into a single construct, recent research focusing on digital

technologies, defines entertainment along multiple demisions, such as cognitive activity and self-

reactive incentives (i.e., alleviate dysphoric moods) (LaRose & Eastin, 2004; Eastin &

Cicchirillo, & Mabry, 2015). Given the current research is looking specifically at digital

technologies it will consider how entertainment, defined through general entertainment as well as

self-reactive incentives, predicts social media consumption, participation, and creation.

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CHAPTER 3: RESEARCH QUESTIONS

Research Question 1a: Does Self- Expression predict the creation of content on Facebook,

YouTube, and Wiki?

Research Question 1b: Does Self- Expression predict the participation in Facebook, YouTube,

and Wiki?

Research Question 1c: Does Self- Expression predict consumption of content on Facebook,

YouTube, and Wiki content?

Research Question 2a: Does Self- Actualization predict the creation of content on Facebook,

YouTube, and Wiki?

Research Question 2b: Does Self- Actualization predict the participation in Facebook,

YouTube, and Wiki?

Research Question 2c: Does Self- Actualization predict consumption of content on Facebook,

YouTube, and Wiki content?

Research Question 3a: What expectancies (i.e., entertainment, social, information, and self-

reactive) predict the creation of content on Facebook, YouTube, and Wiki content?

Research Question 3b: What expectancies (i.e., entertainment, social, information, and self-

reactive) predict the participation of content on Facebook, YouTube, and Wiki content?

Research Question 3c: What expectancies (i.e., entertainment, social, information, and self-

reactive) predict the consumption of content on Facebook YouTube, and Wiki content?

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CHAPTER 4: METHODOLOGY

Data Analysis

All analyses were done using IBM SPSS Statistics v 20. Research Question 1a through

Question 3c were examined through a Stepwise Regression in which several demographic

variables were controlled while media use and expectancies were examined across each

platform. Only Facebook and YouTube were analyzed for creation and participation models due

to the low sample size for Wiki creation (N = 21) and participation (N = 30).

Sample

Data consisted of 271 U.S. adults ranging in age from 19 to 74 (M = 39, SD = 12.87). Of

those who participated, 51% were female and 49% were male, and their educational backgrounds

varied from less than high school diploma to doctorate degree. Specifically, less than 1% did not

earn a high school degree, 12% were high school graduates, 25% had some college education,

12% earned a two years degree, 31% earned a four year degree, 20% earned a professional

degree, and finally, 1% earned a doctorate degree. Of those who participated, 80.1% were

White/Caucasian, 7% were African American, 5.2% were Asian, 4.4% were Hispanic, 0.7%

were Native American, 0.4% were Middle Eastern/North American, and 2.2% had other

ethnicity.

Procedure

Qualtrics software, an online survey utilizing, was posted on the “Human Intelligence

Task (HIT)” website on Amazon’s Mechanical Turk (AMT) platform. Respondents were able to

preview the survey prior to participating, which include the description of the study, the criteria

13

for participation, the compensation structure and the estimated length of time necessary to

complete the survey. Based on an examination of the best practice on AMT, the compensation

rate was established at 50 cents per survey. The “HIT” remained posted for a total 14 days.

Dependent Measure

Access to the social media: Measuring how often participants’ access to social media was used

to realize how many times users access to Wikipedia, Facebook, and YouTube. Social Media

Access was assessed by asking participants how often the access Facebook, YouTube and Wiki.

Specifically, a 12 point likert scale was used for each platform. Scaling included once a month, a

couple times a month, several times a month, weekly, a couple times a week, several times a

week, daily, a couple times a day, several times a day, hourly, couple times an hour, and several

times an hour (Facebook accessed, M= 7.66, SD= 2.75: YouTube Accessed, M= 6.80, SD= 2.23:

Wikipedia accessed, M=5.23, SD= 2.17).

Independent Measure

Self-Expression: Self-Expression expectancy was adopted from Eastin (2015). It was measured

with five items estimating the likelihood of using each platform to “to express what I feel”,

“Let’s others know what I am up to”, “to Express myself freely”, “to share what I think”, “to

express my personal Value” on 7 Likert scale ranging from “strongly disagree” (score = 1) to

“strongly agree” (score = 7). The scale was used across Facebook, YouTube, and Wikipedia for

consuming, creating, and participating (Facebook create, α = 0.94 M=4.65, SD= 1.49: YouTube

14

Create, α = 0. 0.89, M= 4.07, SD=1.64: Facebook participating, α = 0. .92 M=4.50, SD= 1.53:

YouTube participating, α = 0.94, M=3.67, SD= 1.67: Facebook Consuming, α =0.96 M=3.78

SD=1.80: YouTube consuming, α =0.97, M=3.28, SD=1.81: Wikipedia consuming, α =0. 93,

M=3.20, SD= 2.24).

Self-Actualization: Self- Actualization expectancy was adopted from Eastin (2015). It was

measured with six items estimating the likelihood of using each platform to “Support my self-

image”, “Seeking recognition”, “Provide help to others”, “Increasing my self-esteem”, “Find

others who respect my views” , “Seeking Fame” on 7 Likert scale ranging from “strongly

disagree” ( score = 1) to “strongly agree” ( score = 7). The scale was used across Facebook,

YouTube, and Wikipedia for consuming, creating, and participating (Facebook create, α = 0 .90,

M=3.56, SD=1.46: YouTube Create, α = 0.88, M=3.46, SD= 1.56: Facebook participating, α =

0.89, M=3.40, SD= 1.45: YouTube participating, α = 0.93, M= 3.03, SD= 1.54: Facebook

Consuming, α =0.93, M=3.12, SD=1.59: YouTube consuming, α =0.94, M=2.96, SD=1.64:

Wikipedia consuming, α =0.93, M=3.20, SD=2.24).

Each of the following Expectancy Motivations were adopted from LaRose & Eastin

(2004) and Eastin (2015). Each expectancy construct was measured with a likert-type scale

ranging from “Strongly Disagree” (score=1) to “Strongly Agree” (score=7).

Social Expectancy: The social expectancy scale was measured with four items estimating the

likelihood of using each platform to “Feel I like I belong to a group”, “Communicate with many

people at the same time”, “Showing I have a same point of view”, “Find something to talk

about” on 7 Likert scale ranging from “strongly disagree” (score = 1) to “strongly agree” (score

15

= 7). Social expectancy was used across Facebook, YouTube, and Wikipedia for consuming,

creating, and participating (Facebook create, α = 0.85, M=4.38, SD= 1.42: YouTube Create, α =

0. 81, M= 3.56, SD= 1.57: Facebook participating, α = 0.84, M= 4.48, SD=1.48: YouTube

participating, α = 0.89, M= 3.45, SD=1.59: Facebook Consuming, α =0.88, M= 3.95, SD= 1.65:

YouTube consuming, α = 0. .92, M= 3.41, SD= 1.69: and Wikipedia consuming, α =0.92,

M=3.55, SD= 2.27).

Information Expectancy: The information expectancy scale was measured with three items

estimating the likelihood of using each platform to “Find a wealth of information”, “Obtain

information that I cannot find elsewhere” , and “Find information faster” on 7 Likert scale

ranging from strongly disagree ( score = 1) to strongly agree ( score = 7). The scale was used

across Facebook, YouTube, and Wikipedia for consuming, creating, and participating( Facebook

create, α = 0.92, M= 3.67, SD= 1.61: YouTube Create, α = 0.94, M= 3.09, SD= 1.8: Facebook

participating, α = 0.96, M= 3.94, SD= 1.6: YouTube participating: α = 0.95, M= 3.71, SD= 1.79:

Facebook Consuming, α =0.90, M= 4.50, SD= 1.54: YouTube consuming, α = 0.91, M= 4.69

SD= 1.52: and Wikipedia consuming, α =0.81, M=5.20, SD=1.02 ).

Entertainment Expectancy: The entrainment expectancy scale was measured with four items

estimating the likelihood of using each platform to “Feel entertained”, “Find a way to pass the

time”, “Enjoy using it”, “it is fun” on a 7-point Likert scale ranging from strongly disagree

(Score = 1) to strongly agree (Score=7). The scale was used across Facebook, YouTube, and

Wikipedia for consuming, creating, and participating(Facebook Create, α =0.91, M=4.95,

SD=1.47: YouTube Create, α = 0.918 M= 4.73, SD=1.70: Facebook participating, α =0 .91

M=4.92, SD=1.98: YouTube participating, α =0.95, M= 4.81, SD=1.89: Facebook Consuming, α

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=0.93, M=5.14, SD=1.44: YouTube consuming, α = 0.88, M=5.55, SD=1.12: and Wikipedia

consuming, α =0.85, M= 4.10, SD=1.41 ).

Self-Reactive Expectancy: Self- Reactive expectancy was measured with four items estimating

the likelihood of using each platform to “Cheer myself up”, “Relieve boredom”, “Feel less

lonely”, “Forget my problems” on 7 Likert scale ranging from strongly disagree ( score = 1) to

strongly agree ( score = 7). The scale was used across Facebook, YouTube, and Wikipedia for

consuming, creating, and participating(Facebook create, α = 0.88, M= 4.10, SD=1.55: YouTube

Create, α = 0.92, M=3.62, SD= 1.83: Facebook participating, α = 0. .89, M= 3.62, SD= 1.83:

YouTube participating, α = 0.88, M= 3.79, SD= 1.6: Facebook Consuming, α =0. 88, M= 4.10,

SD= 1.60: YouTube consuming, α = 0. 84, M= 4.23, SD= 1.52: and Wikipedia consuming, α =

.86, M= 3.62, SD:=2.01).

17

CHAPTER 5: RESULT

Again, due to the low sample size for Wiki creation (N = 21) and Wiki participation (N =

30), only Facebook and YouTube will be analyzed for these behaviors. To begin (see Tables 1, 2

and 3 for details), Wiki consumption is significantly predicted (R2 = .20, F (4,256) = 17.51, p <

.01) by gender (β = -.20, p < .05), entertainment expectancies (β = .22, p < .05), information

expectancies (β = .22, p < .05), and self-actualization (β = .15, p < .05). Comparatively,

Facebook consumption is predicted by gender (β = .14, p < .05), information expectancies (β =

.19, p < .05), social expectancies (β = .21, p < .05), and entertainment expectancies (β = .16, p <

.05). These four variables explained 23% of the variance in Facebook consumption (R2 = .23, F

(4,256) = 20.95, p < .01). Finally, the 9% of the variance explained in YouTube consumption

was driven by gender (β = -.28, p < .05), age (β = -.19, p < .05), and Self-reactive incentives (β =

.20, p < .05) (R2 = .19, F (3, 257) = 19.33, p < .01).

18

Table 1: Wikipedia-Consume.

Variable B T R-Squared Changed F-Change df1 df2

Entered Variables

Gender

-0.2 -3.61 0.04 11.82 1 259

Entertainment

0.22 3.43 0.12 36.87 1 258

Information

0.22 3.797 0.03 10.58 1 257

Self- Actualization

0.15 2.454 0.02 6.02 1 256

Excluded Variable

Age

-0.078 -1.38

Self-Reactive

-0.062 -0.6

Social

-0.02 0.12

Self-Expression

-0.1 -0.77

19

Variable

B T R-Squared Changed

F-Change df1 df2

Entered Variables

Gender

0.14 2.45 0.04 10.317 1 259

Information

0.19 2.63 0.15 48.497 1 258

Social

0.21 3.2 0.04 14.104 1 257

Entertainment

0.16 2.18 0.01 4.772 1 256

Excluded Variable

Age

-0.07 -1.2

Self-Reactive

-0.11 -1.24

Self-Expression

0.06 0.7

Self- Actualization

-0.07 -0.9

Table 2: Facebook-Consume.

20

Variable

B T R-Squared Changed

F-Change df1 df2

Entered Variables

Gender

-0.28 -4.818 0.1 29.164 1 259

Age

-0.19 -3.291 0.044 13.195 1 258

Self-Reactive

0.20 3.511 0.039 12.325 1 257

Excluded Variable

Information

0.05 0.863

Entertainment

0.12 1.941

Social

0.09 1.168

Self-Expression

0.010 1.406

Self- Actualization

0.04 0.618

Table 3: YouTube-Consume.

21

Turning to content creation (Tables 4 and 5) on Facebook, data indicate that Facebook is

significantly driven by gender (β = .15, p < .05), self-expression (β = .36, p < .05), and

entertainment expectancies (β = .22, p < .05). These three variables explained 32% of the

variance in Facebook content creation (R2 = .32, F (3, 257) = 41.59, p < .01). In contrast,

creating on YouTube was significantly predicted (R2 = .23, F (2, 92) = 13.85, p < .01) by gender

(β = -.41, p < .05) and social expectancies (β = .24, p < .05).

22

Variable

B T R-Squared Changed

F-Change df1 df2

Entered Variables

Gender

0.15 2.83 0.04 10.317 1 259

Self-Expression

0.36 4.96 0.3 97.929 1 258

Entertainment

0.22 3.02 0.02 9.12 1 257

Excluded Variable

Age

-0.09 -1.677

Information

-0.01 0.11

Self-Reactive

-0.31 -0.39

Social

0.02 0.19

Self- Actualization

0.05 0.79

Table 4: Facebook-Create.

23

Variable

B T R-Squared Changed F-Change df1 df2

Entered Variables

Gender

-0.41 -4.49 0.173 19.408 1 93

Social

0.24 2.65 0.059 7.02 1 92

Excluded Variable

Age

-0.03 -0.345

Information

-0.02 -0.16

Entertainment

0.03 0.235

Self-Reactive

0.11 0.829

Self- Expression

-0.08 -0.554

Self- Actualization

0.08 0.55

Table 5: YouTube-Create.

24

Examining participation (Tables 6 and 7), data indicate that Facebook participation is

significantly predicted by social expectancies (β = .47, p < .05). This variable explain 22% of

the variance in Facebook participation (R2

= .22, F (1, 93) = 26.12, p < .01). In comparison,

YouTube participation is predicted by gender (β = -.29, p < .05), entertainment expectancies (β =

.21, p < .05) and age (β= -.22, p < .05). These variables explained 23% of the variance in

YouTube participation (R2

= .23, F (3. 257) = 19.93, p < .01).

25

Variable

B T R-Squared Changed F-Change df1 df2

Entered Variables Social

0.47 5.11 0.22 26.11 1 93

Excluded Variable

Age

0.06 0.65

Gender

0.18 2.1

Information

0.17 1.77

Entertainment

0.18 1.4

Self-Reactive

-0.01 -0.68

Self-Expression

0.13 0.73

Self- Actualization

-0.01 -0.06

Table 6: Facebook-participate

26

Variable

B T R-Squared Changed

F-Change df1 df2

Entered Variables

Gender

-0.29 -5.255 0.1 29.164 1 259

Age

-0.22 -3.848 0.04 13.195 1 258

Entertainment

0.21 3.726 0.04 13.881 1 257

Excluded Variable

Information

0.05 0.695

Self-Reactive

0.11 1.346

Social

0.09 1.469

Self-Expression

0.04 0.692

Self- Actualization

0.10 1.637

Table 7: YouTube-participate.

27

CHAPTER 6: DISCUSSION AND CONCLUSION

Audience engagement with UGC is changing use within the traditional media landscape.

This study added to the growing literature seeking to understand why people create, participate,

and consume content on Facebook, YouTube, and Wikipedia.

First, Individuals consume UGC through Wikipedia to fulfil information, entertainment,

self-actualization needs. Comparatively, they consume UGC via Facebook to satisfy information,

social, and entertainment. Finally, self-reactive expectancies predict YouTube consumption.

Also, gender predicted Wikipedia, YouTube, and Facebook consumption, while age only

predicted YouTube consumption. Males consume UGC through Wikipedia and YouTube more

than females and females consume UGC more than males via Facebook. Moreover, information

and entertainment needs both influence the consumption of Facebook and Wikipedia. As Shao

(2009) suggests, the data supports that users consume to satisfy information, entertainment, and

mood management (self-reactive) needs.

Second, individuals create content on Facebook because of self-expression and

entertainment needs. They create content on YouTube to fulfill social expectancies. Gender is a

predictor for creating content on both Facebook, and YouTube. Male consumers create UGC via

YouTube more than females. However, UGC was created by females more than males through

Facebook. Shao (2009) suggests that self- expression and self-actualization are the motives for

creating, but self-actualization was not predicted by the data as a creating motive on any

platforms.

Third, individuals interact with content and other users on Facebook to fulfill social

needs. Additionally, entertainment expectancies drive individuals to interact with content and

28

other users on YouTube. Gender is a predictor of YouTube participation. Males are involved in

participating UGC via YouTube more than females.

Surprisingly, entertainment expectancy was the most common motivation to predict

content creation, participation and consumption via Facebook, YouTube, and Wikipedia. Thus,

as was the case with more traditional media examined over the past 70 years, audiences use

media because they seek entertainment. , That said, these data support the idea that while each

platform investigated can be defined as a SNS, they each present very distinct models of content

consumption, creation, and participation.

29

Appendix A: Survey

Online Use

Q37 Consent to Participate in Internet Research Identification of Investigator and Purpose of

Study You are invited to participate in a research study entitled “Online Use”. This study is

being conducted by Dr. Matthew S. Eastin, Ph.D. and Peyman Rashidian, M.S. of the Stan

Richards School of Advertising and Public Relations at The University of Texas at Austin (300

West Dean Keeton, A1200, BMC 4.338, Austin, Texas 78712, (512) 471-1101,

matt.eastin@utexas.edu, Peyman.Rashidian@gmail.com). The purpose of this research study is

to examine perceptions related to online use. You are free to contact the investigators at the

above addresses and phone number to discuss any aspects of this study.You must be adult within

the ages of 18-70 years old to participate. If you agree to participate: You will fill out a survey.

This study will take approximately 15 minutes to complete. You will be compensated $0.50

through Amazon Mechanical Turk (MTurk).Your participation in the study will contribute to a

better understanding of the current online use.

Risks/Benefits/Confidentiality of Data. There will be no direct benefit to you for participating in

this study, nor will there be any costs for participating. The potential risks in participating in this

study are no greater than in everyday life. Your MTurk worker ID will only be collected for the

purposes of distributing compensation and will not be associated with survey responses or shared

30

with anyone. Participation or Withdrawal Your participation in this study is voluntary. If at any

time you wish to stop participating, simply close your browser window. However, you must

complete the entire survey in order to be compensated by MTurk. Contacts If you have any

questions about the study, contact the researchers Matt Eastin at matt.eastin@utexas.edu or

Peyman Rashidian at Peyman.Rashidian@gmail.com.

Questions about your rights as a research participant. If you have questions about your rights or

are dissatisfied at any time with any part of this study, you can contact, anonymously if you

wish, the Office of Research Support by phone at (512) 471-8871 or email at

orsc@uts.cc.utexas.edu. If you agree to participate, click on the button below to continue. Thank

you!

31

Q38 Have you ever used Facebook?

Yes (5)

No (6)

Q39 Have you ever used YouTube?

Yes (5)

No (6)

Q40 Have you ever used Wikipedia?

Yes (5)

No (6)

Q1 How much time do you spend on Facebook each day?

Hours (1)

Minutes (2)

Q70 What percent of your Facebook usage do you spend on .... Total Must be100

______ Create posts, upload video and Image (1)

______ Share, like, and comment on contents posted by others (2)

______ Watching and reading whatever creates by others (3)

32

Q4 Please rank the activity you do the most whenever you use Facebook.Drag and rank each

options with 1 being the option you like the most and 3 being the option you like the least.

______ Create posts, upload video and Image (1)

______ Share, like, and write comment on contents posted by others (4)

______ Watching and reading whatever created and shared by others (3)

Q67 How much time do you spend on YouTube each day?

Hours (1)

Minutes (2)

Q59 What percent of your YouTube usage do you spend on..... Total must be 100

______ Upload videos (1)

______ Sharing, liking and writing comments on videos created by others (2)

______ Watching and reading whatever creates and shares by others (3)

Q7 Please rank the activity you do the most whenever you use YouTube.Drag and rank each

options with 1 being the option you like the most and 3 being the option you like the least

______ Upload videos (1)

______ Watching and reading whatever creates and shares by others (2)

______ Sharing, liking and writing comments on videos created by others (3)

Q68 How much time do you spend on Wikipedia each day?

33

Hours (1)

Minutes (2)

Q62 What percent of your Wikipedia usage do you spend on... Total must be 100

______ Creating articles (1)

______ Sharing and editing articles (2)

______ Reading articles (3)

Q8 Please rank the activity you do the most whenever you use Wikipedia.Drag and rank each

options with 1 being the option you like the most and 3 being the option you like the least

______ Creating articles (1)

______ Sharing articles and editing articles (2)

______ Reading articles (3)

Q2 Please rank the following social media from most used to least used

______ Wikipedia (1)

______ YouTube (2)

______ Facebook (3)

34

Q54 How often do you use (access) the social media listed below on average?

Onc

e a

Mon

th

(1)

A

cou

ple

time

s a

mon

th

(2)

Seve

ral

times

a

Mont

h (3)

Wee

kly

(4)

A

cou

ple

time

s a

wee

k (5)

Seve

ral

times

a

week

(6)

Dai

ly

(7)

A

cou

ple

time

s a

day

(8)

Seve

ral

times

a day

(9)

Hou

rly

(10)

Cou

ple

time

s an

hour

(11)

Seve

ral

times

an

hour

(12)

Facebo

ok (1)

YouTu

be (2)

Wikipe

dia (3)

Q9 Please rate Facebook on the following:

35

1 (1) 2 (2) 3 (3) 4 (4) 5 (5) 6 (6) 7 (7)

Bad:Good (1)

Not at all helpful:Very

helpful (2)

Not at all useful:Very

useful (3)

Not at all trustful:Very

trustful (4)

Dislike:like (5)

Negative:Positive (6)

Unfavorable:Favorable

(7)

36

Q15 Please rate YouTube on the following:

1 (1) 2 (2) 3 (3) 4 (4) 5 (5) 6 (6) 7 (7)

Bad:Good (1)

Not at all helpful:Very

helpful (2)

Not at all useful:Very

Useful (3)

Not at all trustful:Very

trustful (4)

Dislike:Like (5)

Negative:Positive (6)

Unfavorable:Favorable

(7)

Q16 Please rate Wikipedia on the following:

37

1 (1) 2 (2) 3 (3) 4 (4) 5 (5) 6 (6) 7 (7)

Bad:Good (1)

Not at all helpful:Very

helpful (2)

Not at all useful:Very

useful (3)

Not at all trustful:Very

trustful (4)

Dislike:Like (5)

Negative:Positive (6)

Unfavorable:Favorable

(7)

38

Q40 Why do you upload videos & images and create posts on Facebook? 1= Strongly

disagree 7= Strongly agree

Strongly

DisAgree

(1)

DisAgree

(2)

Somewhat

DisAgree

(3)

Neutral

(4)

Somewhat

Agree (5)

Agree

(6)

Strongly

Agree

(7)

Get

knowledge of

big news

events (2)

Find a wealth

of

information

(3)

Obtain

information

that I cannot

find

elsewhere (4)

Find

information

faster (34)

Feel

39

entertained

(6)

Find a way to

pass the time

(7)

Enjoy using it

(8)

It is fun (9)

Cheer myself

up (10)

Relieve

boredom (11)

Feel less

lonely (12)

Forget my

problems

(14)

Feel I like I

belong to a

group (16)

Communicate

40

with many

people at the

same time

(18)

Showing I

have a same

point of view

(19)

Find

something to

talk about

(20)

To Express

what I feel

(21)

Let’s others

know what I

am up to (22)

To Express

myself freely

(23)

41

To share

what I think

(24)

To express

my personal

Value (25)

Support my

self-image

(26)

Seeking

recognition

(27)

Provide help

to others (28)

Increasing

my self-

esteem (29)

Find others

who respect

my views

(30)

42

Seeking

Fame (31)

Q51 Have you ever upload any videos on YouTube?

Yes (1)

No (2)

If No Is Selected, Then Skip To Have you ever created an article on W...

43

Strongly

DisAgree

(1)

DisAgree

(2)

Somewhat

DisAgree

(3)

Neutral

(4)

Somewhat

Agree (5)

Agree

(6)

Strongly

Agree

(7)

Get

knowledge of

big news

events (1)

Find a wealth

of

information

(2)

Obtain

information

that I cannot

find

elsewhere (3)

Find

information

44

faster (34)

Feel

entertained

(5)

Find a way to

pass the time

(6)

Enjoy using it

(7)

It is fun (8)

Cheer myself

up (9)

Relieve

boredom (10)

Forget my

problems

(11)

Feel less

lonely (12)

Feel like I

belong to a

45

group (13)

Showing I

have a same

point of view

(14)

Communicate

with many

people at the

same time

(15)

Find

something to

talk about

(16)

To Express

what I feel

(17)

Let’s others

know what I

am up to (18)

To Express

46

myself freely

(19)

To share

what I think

(20)

To express

my personal

Value (21)

Support my

self-image

(22)

Seeking

recognition

(23)

Provide help

to others (24)

Increasing

my self-

esteem (25)

Find others

who respect

47

Q44 Why do you upload videos on YouTube? 1= Strongly disagree 7= Strongly agree

Q53 Have you ever created an article on Wikipedia?

Yes (1)

No (2)

If No Is Selected, Then Skip To Why do you Share others post, videos ...

Q45 Why do you create an article on Wikipedia ?

my views

(26)

Seeking

Fame (4)

48

Strongly

DisAgree

(1)

DisAgree

(2)

Somewhat

DisAgree

(3)

Neutral

(4)

Somewhat

Agree (5)

Agree

(6)

Strongly

Agree

(7)

Get

knowledge of

big news

events (1)

Find a wealth

of

information

(2)

Obtain

information

that I cannot

find

elsewhere (3)

Find

information

faster (4)

Feel

entertained

(5)

49

Find a way to

pass the time

(6)

Enjoy using it

(7)

It is fun (8)

Cheer myself

up (9)

Relieve

boredom (10)

Feel less

lonely (11)

Forget my

problems

(34)

Feel like I

belong to a

group (13)

Communicate

with many

people at the

50

same time

(14)

Showing I

have a same

point of view

(15)

Find

something to

talk about

(16)

To Express

what I feel

(17)

Let’s others

know what I

am up to (18)

To Express

myself freely

(19)

To share

what I think

51

(20)

To express

my personal

Value (21)

Support my

self-image

(22)

Seeking

recognition

(24)

Increasing

my self-

esteem (25)

Find others

who respect

my views

(26)

Provide help

to others (27)

Seeking

Fame (35)

52

Q41 Why do you Share, like, and write comment on contents posted by others on Facebook?

Strongly

DisAgree

(1)

DisAgree

(2)

Somewhat

DisAgree

(3)

Neutral

(4)

Somewhat

Agree (5)

Agree

(6)

Strongly

Agree

(7)

Get

knowledge of

big news

events (1)

Find a wealth

of

information

(2)

Obtain

information

that I cannot

find

elsewhere (3)

Find

information

faster (4)

Feel

entertained

53

(5)

Find a way to

pass the time

(6)

Enjoy using it

(7)

It is fun (8)

Cheer myself

up (9)

Relieve

boredom (10)

Feel less

lonely (11)

Forget my

problems

(12)

Feel like I

belong to a

group (13)

Communicate

with many

54

people at the

same time

(14)

Showing I

have a same

point of view

(15)

Find

something to

talk about

(16)

To Express

what I feel

(17)

Let’s others

know what I

am up to (18)

To Express

myself freely

(19)

To express

55

my personal

Value (20)

To share

what I think

(21)

Support my

self-image

(22)

Seeking

recognition

(23)

Provide help

to others (24)

Increasing

my self-

esteem (25)

Find others

who respect

my views

(26)

Seeking

56

Fame (27)

57

Q46 Why do you Share, like and write comments on videos uploaded by others on YouTube ?

Strongly

Disagree

(1)

Disagree

(2)

Somewhat

Disagree

(3)

Neutral

(4)

Somewhat

Agree (5)

Agree

(6)

Strongly

Agree

(7)

Get

knowledge of

big news

events (1)

Find a wealth

of

information

(2)

Obtain

information

that I cannot

find

elsewhere

(35)

Find

information

faster (36)

Feel

58

entertained

(37)

Find a way to

pass the time

(38)

Enjoy using it

(39)

It is fun (40)

Cheer myself

up (41)

Relieve

boredom (42)

Feel less

lonely (43)

Forget my

problems

(44)

Feel like I

belong to a

group (45)

Communicate

59

with many

people at the

same time

(46)

Showing I

have a same

point of view

(47)

Find

something to

talk about

(48)

To Express

what I feel

(49)

Let’s others

know what I

am up to (50)

To Express

myself freely

(51)

60

To share

what I think

(52)

To express

my personal

Value (53)

Support my

self-image

(54)

Seeking

recognition

(55)

Provide help

to others (56)

Increasing

my self-

esteem (57)

Find others

who respect

my views

(58)

61

Seeking

Fame (59)

62

Q54 Have you ever edited and shared an article on Wikipedia?

Yes (1)

No (2)

If No Is Selected, Then Skip To Why do you read an article on Wiki ? ...

63

Q47 Why do you edit and share the articles on Wikipedia ?

Strongly

Disagree

(1)

Disagree

(2)

Somewhat

Disagree

(3)

Neutral

(4)

Somewhat

Agree (5)

Agree

(6)

Strongly

Agree

(7)

Get

knowledge of

big news

events (35)

Find a wealth

of

information

(36)

Obtain

information

that I cannot

find

elsewhere

(37)

Find

information

faster (38)

Feel

64

entertained

(39)

Find a way to

pass the time

(40)

Enjoy using it

(41)

It is fun (42)

Cheer myself

up (43)

Relieve

boredom (44)

Feel less

lonely (45)

Forget my

problems

(46)

Feel like I

belong to a

group (47)

Communicate

65

with many

people at the

same time

(48)

Showing I

have a same

point of view

(49)

Find

something to

talk about

(50)

To Express

what I feel

(51)

Let’s others

know what I

am up to (52)

To Express

myself freely

(53)

66

To share

what I think

(54)

To express

my personal

Value (55)

Support my

self-image

(56)

Seeking

recognition

(57)

Provide help

to others (58)

Increasing

my self-

esteem (59)

Find others

who respect

my views

(60)

67

Seeking

Fame (61)

68

Q43 Why do you watch videos and read contents posted by others on Facebook?

Strongly

Disagree

(1)

Disagree

(2)

Somewhat

Disagree

(3)

Neutral

(4)

Somewhat

Agree (5)

Agree

(6)

Strongly

Agree

(7)

Get

knowledge of

big news

events (35)

Find a wealth

of

information

(36)

Obtain

information

that I cannot

find

elsewhere

(37)

Find

information

faster (38)

Feel

69

entertained

(39)

Find a way to

pass the time

(40)

Enjoy using it

(41)

It is fun (42)

Cheer myself

up (43)

Relieve

boredom (44)

Feel less

lonely (45)

Forget my

problems

(46)

Feel like I

belong to a

group (47)

Communicate

70

with many

people at the

same time

(48)

Showing I

have a same

point of view

(49)

Find

something to

talk about

(50)

To Express

what I feel

(51)

Let’s others

know what I

am up to (52)

To Express

myself freely

(53)

71

To share

what I think

(54)

To express

my personal

Value (55)

Support my

self-image

(56)

Seeking

recognition

(57)

Provide help

to others (58)

Increasing

my self-

esteem (59)

Find others

who respect

my views

(60)

72

Seeking

Fame (61)

73

Q48 Why do you watch videos and read comments provided by others on YouTube ?

Strongly

DisAgree

(1)

DisAgree

(2)

Somewhat

DisAgree

(3)

Neutral

(4)

Somewhat

Agree (5)

Agree

(6)

Strongly

Agree

(7)

Get

knowledge of

big news

events (35)

Find a wealth

of

information

(36)

Obtain

information

that I cannot

find

elsewhere

(37)

Find

information

faster (38)

Feel

74

entertained

(39)

Find a way to

pass the time

(40)

Enjoy using it

(41)

It is fun (42)

Cheer myself

up (43)

Relieve

boredom (44)

Feel less

lonely (45)

Forget my

problems

(46)

Feel like I

belong to a

group (47)

Communicate

75

with many

people at the

same time

(48)

Showing I

have a same

point of view

(49)

Find

something to

talk about

(50)

To Express

what I feel

(51)

Let’s others

know what I

am up to (52)

To Express

myself freely

(53)

76

To share

what I think

(54)

To express

my personal

Value (55)

Support my

self-image

(56)

Seeking

recognition

(57)

Provide help

to others (58)

Increasing

my self-

esteem (59)

Find others

who respect

my views

(60)

77

Seeking

Fame (61)

78

Q49 Why do you read articles on Wiki ?

Strongly

DisAgree

(1)

Disagree

(8)

Somewhat

Disagree

(2)

Neutral

(3)

Somewhat

Agree (4)

Agree

(5)

Strongly

Agree

(6)

Get

knowledge of

big news

events (35)

Find a wealth

of

information

(36)

Obtain

information

that I cannot

find

elsewhere

(37)

Find

information

faster (38)

Feel

79

entertained

(39)

Find a way to

pass the time

(40)

Enjoy using it

(41)

It is fun (42)

Cheer myself

up (43)

Relieve

boredom (44)

Feel less

lonely (45)

Forget my

problems

(46)

Feel like I

belong to a

group (47)

Communicate

80

with many

people at the

same time

(48)

Showing I

have a same

point of view

(49)

Find

something to

talk about

(50)

To Express

what I feel

(51)

Let’s others

know what I

am up to (52)

To Express

myself freely

(53)

81

To share

what I think

(54)

To express

my personal

Value (55)

Support my

self-image

(56)

Seeking

recognition

(57)

Provide help

to others (58)

Increasing

my self-

esteem (59)

Find others

who respect

my views

(60)

82

Seeking

Fame (61)

Q11 What is your gender?

Male (1)

Female (2)

Q12 What year were you born? For example: 1987

Q13 What is your race?

White/Caucasian (1)

African American (2)

Hispanic (3)

Asian (4)

Native American (5)

Pacific Islander (6)

Middle Eastern/North African (7)

Other (8)

83

Q14 What is the highest level of education you have completed?

Less than High School (1)

High school graduate (2)

Some college (3)

2 year degree (4)

4 year degree (5)

Professional degree (6)

Doctorate (7)

Professional Degree (JD, MD) (8)

84

Q72 How much is household income?

Less than $10.000 (1)

$10.000 to $19.999 (2)

$20.000 to $29.999 (3)

$30.000 to $39.999 (4)

$40.000 to $49.999 (5)

$50.000 to $59.999 (6)

$60.000 to $69.999 (7)

$70.000 to $79.999 (8)

$80.000 to $89.999 (9)

$90.000 to $99.999 (10)

$100.000 to $149.999 (11)

$150.000 or more (12)

Q73 How much time do you generally spend on the Internet each day?

Hours (1)

Minutes (2)

85

Q74 How do you connect to the Internet? (Please select all that apply)

Smartphone (1)

Laptop (2)

Desktop (3)

Others (4)

Q38 If applicable, enter your M-Turk Worker ID:

Q39 Survey ID:2323

86

References

Bandura, A. (1995). Self-efficacy in changing societies. Cambridge university press.

Blumler, J. (1979). The role of theory in uses and gratifications studies. Communication

Research, 6, 9–36.

Blumler, J. G., & Gurevitch, M. (2001). The new media and our political communication

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