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#Gymlad - young boys learning processes and health-related social media
Recent systematic reviews identify that the factors mediating and/or moderating the relationship between social media and health outcomes are sparse. There have also been few attempts to analyse gender specific uses of social media. This paper investigated young boys health-related learning in relat...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Routledge
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7034328/ https://www.ncbi.nlm.nih.gov/pubmed/32166044 http://dx.doi.org/10.1080/2159676X.2019.1673470 |
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author | Goodyear, Victoria Quennerstedt, Mikael |
author_facet | Goodyear, Victoria Quennerstedt, Mikael |
author_sort | Goodyear, Victoria |
collection | PubMed |
description | Recent systematic reviews identify that the factors mediating and/or moderating the relationship between social media and health outcomes are sparse. There have also been few attempts to analyse gender specific uses of social media. This paper investigated young boys health-related learning in relation to social media. Data were generated from class activities and interviews and from a large data set that included 1346 young people. The approach to the empirical data adopted was Practical Epistemology Analysis (PEA). The findings reveal two main purposes of young boys engagement with social media: (i) communicating with friends, and (ii) accessing health-related information. Irony and humour were central learning mechanisms used by young boys to participate within health-related social media, and in a way that enabled them to engage with, uphold, and handle health discourses associated with masculinity – such as being ripped – without fear of ‘literal’ peer ridicule and within a context of acceptable ‘banter’. There was evidence that young people were critical users and generators of social media, who were clearly thinking through what they see, do, and use online. Hence, this paper provides a fresh evidence-based perspective on the potentially positive role of social media as a health-related learning resource. PEA is illustrated as a new methodological approach for investigating learning in the context of social media. The evidence generated can be used to inform future evaluations of social media use, the design of educative support for young people, and guidance and training for key stakeholders. |
format | Online Article Text |
id | pubmed-7034328 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | Routledge |
record_format | MEDLINE/PubMed |
spelling | pubmed-70343282020-03-10 #Gymlad - young boys learning processes and health-related social media Goodyear, Victoria Quennerstedt, Mikael Qual Res Sport Exerc Health Articles Recent systematic reviews identify that the factors mediating and/or moderating the relationship between social media and health outcomes are sparse. There have also been few attempts to analyse gender specific uses of social media. This paper investigated young boys health-related learning in relation to social media. Data were generated from class activities and interviews and from a large data set that included 1346 young people. The approach to the empirical data adopted was Practical Epistemology Analysis (PEA). The findings reveal two main purposes of young boys engagement with social media: (i) communicating with friends, and (ii) accessing health-related information. Irony and humour were central learning mechanisms used by young boys to participate within health-related social media, and in a way that enabled them to engage with, uphold, and handle health discourses associated with masculinity – such as being ripped – without fear of ‘literal’ peer ridicule and within a context of acceptable ‘banter’. There was evidence that young people were critical users and generators of social media, who were clearly thinking through what they see, do, and use online. Hence, this paper provides a fresh evidence-based perspective on the potentially positive role of social media as a health-related learning resource. PEA is illustrated as a new methodological approach for investigating learning in the context of social media. The evidence generated can be used to inform future evaluations of social media use, the design of educative support for young people, and guidance and training for key stakeholders. Routledge 2019-10-07 /pmc/articles/PMC7034328/ /pubmed/32166044 http://dx.doi.org/10.1080/2159676X.2019.1673470 Text en © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. https://creativecommons.org/licenses/by/4.0/This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) ), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. |
spellingShingle | Articles Goodyear, Victoria Quennerstedt, Mikael #Gymlad - young boys learning processes and health-related social media |
title | #Gymlad - young boys learning processes and health-related social media |
title_full | #Gymlad - young boys learning processes and health-related social media |
title_fullStr | #Gymlad - young boys learning processes and health-related social media |
title_full_unstemmed | #Gymlad - young boys learning processes and health-related social media |
title_short | #Gymlad - young boys learning processes and health-related social media |
title_sort | #gymlad - young boys learning processes and health-related social media |
topic | Articles |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7034328/ https://www.ncbi.nlm.nih.gov/pubmed/32166044 http://dx.doi.org/10.1080/2159676X.2019.1673470 |
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