Media Influence on the Emotional Lives of Students - Term Paper Example

Media Influence on the Emotional Lives of Students Student’s Name: Institutional Affiliation: Media Influence on the Emotional Lives of Students Introduction and Rationale The present globalized era has impacted immensely on technology, which forms the basic foundation for media as well as social communication networks. The media consequently has immensely influenced diverse aspects in global trends, with significant impacts on individuals and the general society. Ideally, media simply stands for the different ways of communication. Generally, there arecommunication methodologies that can target specific groups. According to Bosacki (2008), sociologists and behaviorists have stressed on the basic influence of the media on individual social lives, emotional aspects, and personal beliefs. As a student, my sincere interests on this topic have developed on trying to comprehend the effect that media has on the emotional lives of students. In the present world, people pass information through letters, posters, the internet and its numerous applications including email, Facebook, the twitter and other social networking sites. The mass media also forms a critical part of this influence through the radios, televisions and other sophisticated communication means. As a student, the basic reasons for resorting to this topic majorly emanate from my experience in the schooling period of my life. The study of themanner in which the media emotionally influences the students is important (Aubrey, 2007). The investigation of how these influences impact on students’ academic performance, social lives, perceptions or viewpoints, behavior and beliefs is necessary. Indeed, the wide development gap that has occurred in this century relative to the past centuries is notable. The effects of such developments in media are far reaching in the general society as well as the present student life (Dill, 2009). In particular, its enormous influences on students, their facilitators as well as the general school life is of unique interest. It is thus vital to examine these emotional influences and note the transformative roles, both constructive and negative that they can cause. Analytically, the understanding of this topic is essential for student life currently. Moreover, it will play a central role in the future career of knowledge dispensation as one might be able note, articulate and caution particular behavioral pattern in the future students. This paper thus analyzes the media influences on the emotional lives of students. Theoretical/Conceptual Foundations The concept of media and emotions remains a critical analysis area. For instance, if individual emotion is to be conceptualized as the mental construct and the media as the psychosomatic cradle of man’s discipline, the study of emotional influence of media on students remains significant. Ancient socio-media analysts already postulated the need to identify the role of emotions, empathy or sympathy within that was largely drawn from the media (Wirth & Schramm, 2005). Thus, the recognition of the media-emotions interplay streams from the ancient scholars, who extended their research to emotional issues of response, the emotional fulfillment, as well as the effects of radio use. In the light of massive sociological and technological transformations, it is obvious the role that media plays in the development of individual and community behavioral and emotional patterns (Hyunseo, Zhongdang & Ye, 2008). Identification with a particular character due to frequent encounter in the media, leads to a consequent transformation in behavior. The fundamental basis of such is themanipulation of ones emotions. This usually leads to the “role model effect.” Students can as well adopt certain behavioral patterns of their role models in the media to achieve a sense of gratification (Bartelme, 2012). This in return leads to emotional change. Extensive research has been conducted on the human psychological processes involved in media reception. As a result, various theoretical models emerged including the factor model of emotion, the two factor emotional theories as well as the excitation transfer theoreticalmodel. The effects of media receptions on the human heart rate have been investigated in the past. Consequently, the emergence of the “missing half-second” added an immense knowledge in the media-emotions study. The theory hypothesized that during media reception, individuals miss, approximately, half of a second. This time is used in processing the information just like it happens outside media (Wirth & Schramm, 2005). Thus, the overall declaration is that the cognitive dispensation of media information is distorted, and emotional elements predominate mostly. The cognitive appraisal theoretical model remains vital in comprehending the media reception as well as its emotional consequences. Considering a theoretical perspective, emotions may refer to intricate entities surrounding subjective as well as objective elements comprising emotional, cognitive, conative and physiological parts. The subjective familiarity of conditions, basically linked to arousal, pleasure and dissatisfaction usually describe the affective constituent. Contextually, it will be critical to link the affective factors in students with the media as well as the consequential effects on their development and social life. Cognitive part depicts the manner in which conditions pertinent to emotions may be professed and evaluated. This is practicable applicable in a student learning life. Exposure to media can immensely influence the cognitive capabilities of students either constructively or detrimentally (Fischer et al., 2011). The conative part has intrinsic association with the expressive behavior. Herein are a variety of human expressive actions, including facial and vocal expressions, gestures, together with the demeanor of the head or body. The role of emotion on a student during anxiety or anger remain as preparative. Lastly, the physiological part includes tangential reactions of one’s body. These are controlled by the human independent nervous system. Examples entail the activities like blushing, fluctuations of heart rate and respiration, as well as sweaty hands. Some theoretical concepts have postulated that physical reactions or activities are the root of emotional dynamics(Wirth & Schramm, 2005). Significantly, the cognitive judgments of situations hold a critical role in development of emotions. Generally, it can be deduced that most eminent emotional theories underscore the phylogenetic vitality of emotions. There are also postulations that emotions have evolved as means of sufficientadjustment to environmental circumstances. Emotions that emanate in a learning environment when the participants get exposed to diverse media sources may not largely deviate from the daily life situations (García-Ros & Perez-Gonzalez, 2006). However, the notable dissimilarity may be that students and their facilitators articulate media emotions like other routine though comatose evaluation procedure. In the evaluation process, learners and their mentors try to integrate the perceived and read media happenings, objects together with surrounding conditions. This usually occurs with regard to their inherent amiability, novelty, achievability and conformity to thecommunal norms (Wirth & Schramm, 2005). It is vital to note that this normally assumes the given classroom context. An evolutionary analysis of emotions classifies some as specific, others are viewed as mixed and complex since they comprise of double or many fundamental emotions. Systematic examinations on the likeness of emotions have revealed four basic classifications which include anger, anxiety, sadness and joy. Additionally, other classifications include disgust, restiveness, shame, fondness, and surprise. The evaluation process results into response patterns and particular media emotions (Fischer et al., 2011). Thus, certain propositions aired in the media may not specifically be internalized to cause anger but might evoke or create it depending on how it is evaluated by a given recipient. This concept may refer to the emotion induction. Emotional contagion enables the consumer to perceive an emotional, expressive character of a given media individual (Wirth & Schramm, 2005). Consequently, there is an informed imitation of this behavior, sidelining how the manner of development of the media person’s emotional expression. Empathic sympathy developed for a media person by a student or teacher also potentiates a classical instance. The interplay between media and emotions in students remains critical in comprehending certain behavioral phenomena in the present society. As evidenced in the conceptual presentation, there is a high degree of correlation of the two concepts, and this causes a remarkable stir in individual and social development. Practical Applications in Education Personal encounter with the media as a student has immensely contributed to my emotional as well as social and academic development. Consequently, this is more probable in the lives of other fellow students and even their teachers. Foremost, the vital role the media has played in enabling students and teachers develop appropriate emotional skills necessary for the institution of social relationships is unavoidable(Aubrey, 2007). Particularly within the classroom, such skills entail the competency to identify and comprehend basic spring boards towards people skills and social cohesiveness. Analytically, as expressed within different media instruments, I as a student have been capable of identifying fundamental emotions like joy, melancholy, anxiety and fear within the classroom environment. The daily encounter and familiarity with the print media, television, radio and other media sources have greatly influenced by competency to be able to sense the required code of conduct (Davies, 1996). These include how and what to say, do, behave, and react while in the company of different persons in the general society. My capacity as a student to alternate or vary my moods when in class to be able to contain divergent groups, opinions or personalities is largely drawn from the media exposure. Similarly, this is also notable in other students as well as our teachers in different times. An analysis of the mood management theory clearly potentiates this proposition. It is clear that attempting to imitate particular personalities who were depicted as mood tolerant may conform both teachers and theirstudentsadjust their mood (Page & Page, 2011). This is evident especially in the interactive class environment. This concept lies on the assumption that the subjects are hedonistic beings. Indicatively, the ability to adjust ones moods ensures peaceful co-existence, interdependency, information sharing and helping or sympathizing with oneself or ideas. The result is a harmonious class environment that is a prerequisite for excellent concentration and performance (Kilpeläinen, Päykkönen & Sankala, 2011). My emotion management as a student has largely stemmed from my exposure to television as well as magazines. This occurs to me through the information that I obtain from my favorite shows or articles. Additionally, the media has exposed me to various role models that constantly shape my ambition and level of performance in certain subjects. Like me, I my classmates have occasionally discussed their role models and vowed to pursue similar career and imitate them. This explains the interests of students in particular subjects and inclination to some future careers. In the personal encounter with certain media, students have obtained awareness on stress, depression as well mood swing control. Studies similarly indicate that many students have accented to the valuable lessons on emotional health, overcoming moods, and sharing fears or anxiety with one another from diverse media sources (Davies, 1996). Horror movies and other dreadful situations in the media havehad great influenced on students. A classmate once failed mathematics course and attributed this to a movie. What I have learnt from this is that we tend to internalize and normalize the deceptive situations depicted in certain media content to the extent that they affect every bit of our lives. This includes academic performance and social relationships. It is observable that most of us fear associating with groups perceived as “deviants” in the media on the premise that we might fall a prey to their heinous acts (Krahé et al., 2011). Students clearly postulate that vampire movies set in classroom contexts negatively impact their social relationships and capabilities by instilling fear. The most practical aspect of media in the contribution to fear or anxiety in student life is news on terrorism(Bosacki, 2008). Particularly in the USA, terrorism news on media has led to social alienation of Arab or Muslim originates students. As a student, I have witnessed neglect of other fellows just because of their race and regarded to be terrorists. This consequently has a negative emotional effect, making the victims suffer neglect, perform poorly in class and develop complicated psychological problems. It is agreeable that media is perceived as the stemming point for moral decadence. Because of media, students have developed violent and pornographic behaviors, notwithstanding deviant sexuality (Aubrey, 2007). This has a negative effect on their performance. The respect for their teachers is also demeaned thus leading to poor teacher-student relationship. Aubrey (2007) observes that there is an increasingly liberalized classroom rules depending on the extent of exposure of the student and teachers to the media material. An update of status on the Facebook page by one student can cause mixed reactions and emotionally influence students to act as a mob. In my class, teachers have occasionally been barred or booed at following a Facebook posting. Students practically spent longer times reading their teachers’ or fellow students’ Facebook pages for blackmail. Any information drawn would be negatively twisted to cause the emergence of deviant behavior. As realized during school, certain imitative lifestyles or behaviors of students as a result of media exposure to some personalities usually make them disobey school regulations and many times end up in social problems (Bosacki, 2008). For instance, there are those who have gangster rappers as their role models. Consequently, the stereotyping is dangerous for learners and these results into dismal performance in certain subjects. The books as well as other print material I have read as a student manipulates and supports the emotional, interactive and academic progress expressly and indirectly. These materials, just like peers, have provided students with the vision of a unique world that reaffirms their personal lives and as well challenges the perspectives (Dill, 2009). The massive influence of electronic media on both students and teachers remains unavoidable. For television particularly, research have indicated that authentic audience hold more customary sex-role perceptions, are more aggressive, less socially fit, and record poor performance in school relative tono viewers (Fischer & Greitemeyer, 2006). Meta-Reflective Conclusion It is apparent that the magnitude of media influence on student emotional lives is great. As a student, I have come to appreciate this significance particularly with the present global community. The question whether individuals or students have the capacity to assess the level of emotional influence from the media still remains untouched. Since all of us are part of the system and are beneficiaries of the media, is there a person with the capacity to identify and reprimand negative behaviors adopted from the media? The current situation has led to the emergence of lobby groups advocating for safe advertising, media restrictions on children as well as the usage of internet. The question that looms is the level of execution of such frameworks and their compliance rate. As an important component of economic development controlling the media and its influences, still remains a very challenging task. With the emergence of social networking sites, such as Facebook, the magnitude of its emotional influences in the general society is massive. It is clear that the progress into more sophisticated communication approaches intricate the situation. Personally as a student, I can never measure to what extent the media has shaped my emotional intelligence. This is because it has been intrinsic in me from birth and early childhood. However, we can also look at the positive elements of media that are uniquely obvious. The diverse cultures and beliefs regionally and within societies make it hard to approve of what is morally right to be availed into the media. One then wonders if there will be a uniformly recommended media content for specific groups within the society. The question as to whether all deviant behaviors within our society should be pegged on media sources is highly debatable. This is because it has been constructively applicable in many situations, as an educative and socially transforming agent. The present fact is that whether positively or detrimentally, media have significant emotional influences, and it is upon individuals to evaluate the extent. References Aubrey, J. (2007). The impact of sexually objectifying media exposure on negative body emotions and sexual self-perceptions: investigating the mediating role of body self- consciousness. Mass Communication & Society, 10(1), 1-23. Bartelme, T. (2012). Meet Carl Marci: a doctor who wants to measure your emotions. Physician Executive, 38(1), 10-14. Bosacki, S. L. (2008). Children's emotional lives. New York, NY: P. Lang. Davies, J. (1996). Educating Students in a Media-Saturated Culture.  Lancaster, PA: Technomic. Dill, K. E. (2009). How fantasy becomes reality: seeing through media influence. New York, NY: Oxford University Press. Fischer, P., Greitemeyer, T., Kastenmuller, A., Vogrincic, C. & Sauer, A. (2011). The effects of risk- glorifying media exposure on risk-positive cognitions, emotions, and behaviors: A meta-analytic review. Psychological Bulletin, 137(3), 367-390. Fischer, P., & Greitemeyer, T. (2006). Music and aggression: the impact of sexual-aggressive song lyrics on aggression-related thoughts, emotions, and behavior toward the same and the opposite sex. Personality & Social Psychology Bulletin, 32(9), 1165-1176. García-Ros, R., & Pérez-González, F. (2006). Learning styles, motivational orientation and instructional media preferences: a study with student teachers in Spain. International Journal of Instructional Media, 33(4), 415-426. Hyunseo, H., Zhongdang, P. & Ye, S. (2008). Influence of hostile media perception on willingness to engage in discursive activities: An examination of mediating role of media Indignation. Media Psychology, 11(1), 76-97. Krahé, B., Möller, I., Huesmann, L., Kirwil, L., Felber, J. & Berger, A. (2011). Desensitization to media violence: links with habitual media violence exposure, aggressive cognitions, and aggressive behavior. Journal of Personality And Social Psychology, 100(4), 630-646. Kilpeläinen, A., Päykkönen, K. & Sankala, J. (2011).The use of social media to improve social work education in remote areas. Journal of Technology In Human Services, 29(1), 1-12. Page, R. M., & Page, T. S. (2011). Promoting health and emotional well-being in your classroom. Sudbury, Mass: Jones and Bartlett Publishers. Wirth, W., & Schramm, H. (2005).Media and Emotions. Communication Research Trends: Institute for Mass Communication and Media Research, 24(3). Read More