It is necessary to offer terminology and relevant studies to effectively establish the connection between college students and text messaging and also to better comprehend the influence of texting on college student communication with parents. The impacts of texting on college students and contact with their parents have prompted this researcher to explore the implications of texting on college students and communication with their parents. The first step will be to establish technology terms related to texting and instant messaging. Second, important definitions and face-to-face communication skills will be discussed. Finally, seven research will be examined in order to lay a framework for understanding college students and the consequences of texting on their life and communication skills. This evaluation will also include a statement of study for this specific piece of research, as well as a broad examination of implications for social work practice.
Text messaging’s vocabulary and technology are unique, and as a result, they need to be defined further. Text messaging refers to the sharing of short communications by the use of electronics in conceptual, empirical studies (Gunraj et al., 2016). Texting, short messaging service (SMS), and use of the social networking platform such as Twitter over a cellular mobile phone network are all examples of this, as are communications delivered to both groups and individuals. Short messaging service (SMS), a cellphone text messaging service, instant messaging (IM), and computer-based text chat programs have all become popular among teenagers (Gunraj et al., 2016). Texting, sending text messages, and text messaging are all terms that are used interchangeably when referring to SMS (Choi & Toma, 2021). In a sense, college students have formed their own language. Because users are limited to 160 characters (thus the moniker “short message system”), text messaging frequently employs textual shortcuts. A few cell phones incorporate full consoles for speedier texting, whereas others require rehashed taps of the number key to induce a particular letter (Choi & Toma, 2021). Content informing has made its possess vernacular, known as text-speak or “textisms” (Gunraj et al., 2016). Content dialect is unmistakable in that its establishments are based on the concepts of composing dialect). Our society has profited from the comfort and speed of content informing. Content dialect can be compared to a book of shorthand. Users commonly diminish words by overlooking vowels or closes or by substituting single letters, numbers, images, or combinations for letters, expressions, or whole words (Choi & Toma, 2021). Words are abbreviated (for case, mon rather than Monday), letters are erased (for illustration, goin for going), acronyms are substituted (for illustration, LOL for giggling out uproarious), and symbols are utilized to supplant words (e.g., & rather than and). Letters are capitalized to communicate solid feelings, whereas groupings of characters, such as connecting a colon, a sprint, and a right enclosure, are utilized to form “emoticons” that express feeling.
Body language can play a crucial role in the development of healthy attachments. Face expression, postures, and speaking style, according to Choi &Toma (2021), are “critical attributes of connection interactions between the growing self and the primary caretaker.” According to Choi & Toma (2021) research on client-therapist relationships, various communicative elements of social interactions. These nonverbal conversations are defined by subtle changes in facial expression that establish the atmosphere for the interaction’s substance. Emotions can be reflected in body positions and patterns of movement. Preconscious connection can also be found in the voice tone, the speed with which verbal communication is delivered, and facial expression. Texting does not include these characteristics of communication.
Communication-Based on Technology
Three articles that looked into the impact of technology-based interaction on college students’ experiences and relationships found that technology has had an impact on quality of life. According to Aderoju (2021), who investigated the developmental psychology impacts on belief expression in computer-mediated medium and face-to-face, the digital connection may prevent some of the problematic social cognition impacts seen in face-to-face engagements. People who were asked to talk in a face-to-face context are much less likely to share their ideas than those who were allowed to speak in a computer-mediated conversation situation (Aderoju, 2021). A total of 352 college understudies were randomly allocated to complete an online questionnaire. According to statistical analysis, there was considerable support for the assumption that participants were more hesitant to voice their ideas face-to-face than while utilizing computer-mediated communication (Aderoju, 2021).
Communication and Facial Cues
Intimate connections and nonverbal cues have an impact on growth in one’s life. In-text messaging, there are no nonverbal clues. The facial expression, according to theoretical studies conducted at the University of California, has a method of assisting folks in seeing what underlying encounters (Van & Nelson, 2021) is. Face reading is ingrained in people’s minds. A grin is recognized and objectively quantified in the originator’s left hemisphere brain; the ability to comprehend sentiments and physical cues are instinctual (Van & Nelson, 2021). According to Shen et al. (2021), if the body’s ability to change persists into adults, the interpersonal interactions we have across our lives can be viewed as a channel through which continued development might be encouraged. The importance of human interactions throughout life is emphasized in Siegel’s idea. Attachment bonds and other types of close deeply attached interpersonal trust may allow neural pathways to be transformed even after a person has reached maturity (Shen et al., 2021). According to research, in the situation of face-to-face conversation, individuals consistently understand six major emotions that appear to be programmed. Wrath, fear, grief, hatred, astonishment, and delight are among them (Van & Nelson, 2021). Face-to-face communication can make or break a person’s self-esteem, and participating in it fosters trust, reduces class boundaries, and aids in the development of personal relationships (Keller, 2009). The association among different types of compassion and emotion detection was investigated in one study. In youths, precision and identification of facial gestures are the first steps toward thoughtful and acceptable reactions while communicating with others. Personality traits in compassion and emotional identification were studied in this study. Therefore, this will go deeper to study the impact of texting on college students’ communication with their parents.
Aderoju, R. T. (2021). The Social Media Usage Patterns Among International Students in the United States (Doctoral dissertation, Western Illinois University). https://www.proquest.com/openview/503e76680f6772f98676f8f152b2439d/1?pq- origsite=gscholar&cbl=18750&diss=y
Choi, M., & Toma, C. L. (2021). Understanding mechanisms of media use for the social sharing of emotion: The role of media affordances and habitual media use. Journal of Media Psychology: Theories, Methods, and Applications. https://psycnet.apa.org/record/2021- 66842-001
Gunraj, D. N., Drumm-Hewitt, A. M., Dashow, E. M., Upadhyay, S. S. N., & Klin, C. M. (2016). Texting insincerely: The role of the period in text messaging. Computers in Human Behavior, 55, 1067-1075. https://www.sciencedirect.com/science/article/abs/pii/S0747563215302181
Shen, J., Han, S., Shen, X., White, K. R., Guo, Z., Xu, Q., … & Yang, Y. (2021). Group membership moderates the process of making trust judgments based on facial cues. The Journal of Social Psychology, 1-12. https://www.tandfonline.com/doi/abs/10.1080/00224545.2021.1939249
Van Der Zant, T., & Nelson, N. L. (2021). Motion increases recognition of naturalistic postures but not facial expressions. Journal of Nonverbal Behavior, 1-14. https://link.springer.com/article/10.1007/s10919-021-00372-4