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Cancel Culture and Social Media Anxiety among Selected Young Adults: A Phenomenological Study
Abstract
Social media and the Internet's continued rise in popularity has made it possible for people to express their ideas, opinions, and insights on a variety of subjects. This has led to discussions about various societal and cultural movements that have contributed to the so-called phenomenon of cancel culture. This movement, which aims to hold people and organizations accountable for their wrongdoings, undoubtedly fueled a culture of lynch mob mentality and harmed civil discourse, ultimately driving these individuals and organizations out of the community. Thus, this study examined the various experiences of cancel culture victims on social media among a group of young adults and how it affected their mental health. This study shows The majority of participants experience social media anxiety due to cancel culture, which causes them to experience depression, anxiety, low self- esteem, and low confidence.
ResearchGate has not been able to resolve any citations for this publication.
The continuous advancement of modern technology enables its users to engage in various interactions in the online public sphere, including conversations about multiple ideas and perspectives. It has now played a significant role in our modern society, paving the door for several participatory cultures and social movements, such as the so-called cancel culture. Even if this movement aims to call out individuals or businesses, it has undoubtedly encouraged mob mentality and damaged civil dialogue, ultimately driving them out of the community. Thus, this study looked at the diverse experiences of victims of cancel culture on social media in the Philippines and how it influenced their social and personal lives. This study reveals that the victims suffered a backlash, public humiliation, and cyberbullying that harmed their mental health. This study has established that cancel culture is an example of online abuse and has become more commonplace in the online public realm, rendering social media sites less of a haven.
This article examines cancel culture through the events of 'Dramageddon'. Using the Foucauldian perspective and taking power dynamics into account, the researcher found three main elements that interacted in the drama: the audience, the influencers and drama channels. The narrative of authenticity, political correctness, and the discourse of gossip influenced the outcome of the drama.
Social exclusion is an interactive process between multiple people, yet previous research has focused almost solely on the negative impacts on targets. What advice is there for people on the other side (i.e., sources) who want to minimize its negative impact and preserve their own reputation? To provide an impetus for research on the interactive nature of exclusion, we propose the Responsive Theory of Social Exclusion. Our theory postulates that targets and sources’ needs are better maintained if sources use clear, explicit verbal communication. We propose that sources have three options: explicit rejection (clearly stating no), ostracism (ignoring), and ambiguous rejection (being unclear). Drawing on psychology, sociology, communications, and business research, we propose that when sources use explicit rejection, targets’ feelings will be less hurt, their needs will be better protected, and sources will experience less backlash and emotional toil than if sources use ambiguous rejection or ostracism. Finally, we propose how the language of rejections may impact both parties.
This paper reports findings from two complementary web-surveys conducted in the UK, in which 787 university students described their experiences of social anxiety.
The aim was to explore the impact of social anxiety on student learning and well-being in the context of higher education.
Participants self-selected using a screening tool and completed a web-based questionnaire.
The findings are consistent with previous research on social anxiety and suggest that for a significant minority of students, social anxiety is a persistent, hidden disability that impacts on learning and well-being.
The findings highlight the need for enhanced pedagogic support for students with social anxiety.
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