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The expansion of technostress research in the organisational and private IS usage contexts has generated substantial theoretical and empirical insights into the relationship between technostress creators and psychological and behavioural outcomes. However, we observe empirical inconsistencies in terms of effect sizes and conceptual inconsistencies regarding the aggregated and disaggregated treatment of technostress creators. Against this background, we argue that a fine-grained estimation and comparison of effect size strengths of technostress creators on outcomes can provide clarity on these essential matters. Using the Hunter and Schmidt method, we integrated and synthesised empirical data from 102 articles, encompassing 113 independent studies with a total of 49,955 observations. Our analysis offers four important contributions to the technostress literature. First, it confirms that technostress is meaningful in terms of its detrimental impact on both psychological and behavioural outcomes. Second, the results provide accurate effect size estimates for technostress creators on different outcomes in organisational and private usage contexts. Third, the results reveal that psychological outcomes are more immediate than behavioural outcomes. Fourth, the findings suggest that in certain contexts, a disaggregated account of technostress creators can reveal meaningful empirical information.

This discourse analytical article deals with the power relations between social media corporations and content creators in the context of monetization schemes of social media businesses, i.e., schemes that allow creators to monetize their social media content. Specifically, this study presents an analysis of discourse material pertaining to YouTube’s monetization scheme (the YouTube Partner Program [YPP]) to shed light on the broader point of how social media corporations position themselves in relation to creators who (seek to) earn money on social media. While some research on social media has focused on their potential to empower users/content creators, less optimistic scholars have addressed social media corporations generating massive profits by exploiting creators, for example, in the form of free digital labor. By comparison, there is a lack of research, especially empirical discourse analytical research, on creators’ paid digital labor and on how social media corporations conceptualize paid creators. This study redresses this gap regarding one of the oldest monetization schemes—the YPP. Using corpus linguistic tools to explore textual data from 46 YouTube sites detailing the YPP, this study homes in on references to content creators, YouTube, and how these players are connected to one another. The findings show that although the name YPP elicits the impression of cooperation on equal terms, YouTube represents itself as legislator, judge, and executive authority. This indicates that despite the ability of partnered content creators to share in the social media businesses’ profits, they do not inhabit a particularly empowered position.

Social platforms open important doors to visibility for transgender people, through which they can pursue key goals such as broader recognition and normalization. However, each door is also potentially a trap, filled with risks and consequences - especially for those whose goals require visibility. Via a grounded theory interview study with 17 transfeminine content creators on TikTok, I find that, in an algorithmically mediated environment such as TikTok, users navigate potential doors to visibility and their associated traps via folk theorization. Moreover, I find that transfeminine creators employ multiple complex and overlapping folk theories, with actionable theories guiding the careful navigation of doors to visibility, and demotivational theories alerting creators to traps that are too risky to spring. I introduce five novel folk theories of TikTok spanning both the For You Page and content moderation systems which creators use to guide their decision making, and discuss how two cross-cutting issues, perceived algorithmic paternalism and decontextualization, illustrate major issues for transfeminine creators and opportunities for more supportive design.

Abstract Although prior research has examined the influence of technostress creators on job outcomes, insights into the influence of personality traits on the perceptions of technostress creators and their consequent impacts on job outcomes are rather limited. Such insights would enable a deeper understanding about the effects of individual differences on salient job‐related outcomes. In this research, by leveraging the distinctions in personality traits offered by the big five personality traits in the five‐factor model and grounding the research in the transactional model of stress and coping, we theorise the moderating influence of personality traits on the relationships between technostress creators and job outcomes, namely job burnout and job engagement. Specifically, the study theorises the mechanisms through which each of the specific personality traits openness‐to‐experience, neuroticism, agreeableness, conscientiousness and extraversion interacts with technostress creators to differently influence job burnout and job engagement. We test the proposed model in a field study based on a survey of senior organisational managers who regularly use information and communication technologies for executing professional tasks. Although technostress creators are generally associated with negative job outcomes, our results also show that for individuals with certain personality traits, technostress creators may result in positive job outcomes. The study thus contributes to the technostress literature, specifically by incorporating the salient role of individual differences. The study also provides insights for managers who should pay special attention to allocating specific job roles to employees with particular personality traits in order to optimise job‐related outcomes.

Content creators—social media personalities with large audiences on platforms like Instagram, TikTok, and YouTube—face a heightened risk of online hate and harassment. We surveyed 135 creators to understand their personal experiences with attacks (including toxic comments, impersonation, stalking, and more), the coping practices they employ, and gaps they experience with existing solutions (such as moderation or reporting). We find that while a majority of creators view audience interactions favorably, nearly every creator could recall at least one incident of hate and harassment, and attacks are a regular occurrence for one in three creators. As a result of hate and harassment, creators report self-censoring their content and leaving platforms. Through their personal stories, their attitudes towards platform-provided tools, and their strategies for coping with attacks and harms, we inform the broader design space for how to better protect people online from hate and harassment.

While champions of the “new” creative economy consistently hype the career possibilities furnished by YouTube, Instagram, TikTok, and the like, critics have cast a spotlight on the less auspicious elements of platform-dependent creative labor: exploitation, insecurity, and a culture of overwork. Social media creators are, moreover, beholden to the vagaries of platforms’ “inscrutable” socio-technical systems, particularly the algorithms that enable (or – conversely – thwart) their visibility. This article draws upon in-depth interviews with 30 social media creators – sampled from historically marginalized identities and/or stigmatized content genres – to explore their perceptions of, and experiences with, algorithmic (in)visibility. Together, their accounts evince a shared understanding that platforms enact governance unevenly – be it through formal (human and/or automated content moderation) or informal (shadowbans, biased algorithmic boosts) means. Creators’ understandings are implicated in experiential practices ranging from self-censorship to concerted efforts to circumvent algorithmic intervention. In closing, we consider how the regimes of discipline and punishment that structure the social media economy systematically disadvantage marginalized creators and cultural expressions deemed non-normative.

Despite extensive literature on content creators’ identities, strategies, and activities, there remains a gap in understanding how the constantly changing platform environment impacts their brand subjectivities. Against this backdrop, our article explores how evolutions in platforms—including constant updates to their affordances—shape the activities and interpretive processes of content creators. Drawing on interviews with 35 Chilean content creators in the field of fashion and lifestyle, along with an analysis of their Instagram images ( N = 165) and stories ( N = 150), we show how creators feel compelled to enact different versions of their brand subjectivities. Our findings show how creators experience platform changes based on three interrelated levels: in the form of communicative styles, as a sense of temporal acceleration, and as a constant negotiation with other actors in the social network through which commercial activities are configured. Thus, when platforms tend to make changes to improve their commercial viability, content creators have to adapt their brand subjectivities and practices across platforms and affordances. In addition to shedding light on the new routines and intensified economic pressures demanded of today’s digital workers, we also reveal how the ideal of creation has been supplanted with intensified competition amid constantly changing technological, social, and commercial ecologies.

Despite the increasing quantum of research on technostress, three particularly noteworthy gaps remain. First, though prior studies have described “technostress creators” through the five dimensions techno-overload, techno-invasion, techno-complexity, techno-insecurity, and techno-uncertainty in an aggregated way, they have not adequately considered how these technostress creators individually influence job outcomes. Second, though past organizational research suggests a curvilinear relationship between job stress and job outcomes, research has yet to examine whether the stress-performance dynamics for the technostress context follows the organizational stress literature. Third, even though the literature emphasizes information and communication technology (ICT)-enabled innovation in firms, research has not explored what influence the technostress creators have on ICT-enabled innovation in-depth. Grounding our arguments in the control theory of occupational stress and conservation of resources (COR) theory, we first theorize the linear and curvilinear relationships for each of the five technostress creators with ICT-enabled employee innovation and then test the hypothesized relationships via conducting a survey on organizational employees who regularly used ICTs for professional tasks. The results offer a nuanced understanding about the nature of individual technostress creators and their relationships with ICT-enabled employee innovation. On the practical front, our research paves the way for more meaningful technostress-management strategies in organizations.

Although prior research has examined the influence of technostress creators on various job outcomes, insights into the influence of individual technostress creators and their impacts on job outcomes are rather limited. In this research, by providing a technological component to the existing Job Demand-Resource framework, we investigate the relationship between individual technostress creators and burnout in an Indian context. We also examine the interaction among technostress creators to identify the mediating impact of techno-invasion and techno-insecurity. Analyzing a total of 163 responses, collected through an online survey we found encouraging pieces of evidence for our hypotheses. Specifically, our findings revealed that among the five technostress creators, only techno-invasion and techno-insecurity are positively related to burnout in an employee. The contributions of the study to theory and practice are also discussed.

During the first months of 2020, the Covid-19 pandemic has affected several countries all over the world, including Italy. To prevent the spread of the virus, governments instructed employers and self-employed workers to close their offices and work from home. Thus, the use of remote working increased during the pandemic and is expected to maintain high levels of application even after the emergency. Despite its benefits for both organizations and workers, remote working entails negative consequences, such as technostress. The present study had a double aim: to test the psychometric characteristics of the Italian translation of the brief version of the technostress creators scale and to apply the scale to investigate technostress during the Covid-19 emergency. The research involved 878 participants for the first study and 749 participants for the second one; they completed a self-report online questionnaire. Results confirmed the three-factor structure of the Italian technostress creators scale and highlighted positive relationships between workload, techno-stressors, work–family conflict and behavioural stress. The role of remote working conditions has been analysed as well. The study provided a useful tool for the investigation of technostress in the Italian context. Moreover, it provided indications for practice in the field of remote working and workers’ wellbeing.

For too long, the histories, experiences, cultures, and languages of students of color have been devalued, misinterpreted, or omitted within formal educational settings. In this article, the author uses critical race theory (CRT) and Latina/Latino critical theory (LatCrit) to demonstrate how critical raced-gendered epistemologies recognize students of color as holders and creators of knowledge. In doing so, she discusses how CRT and LatCrit provide an appropriate lens for qualitative research in the field of education. She then compares and contrasts the experiences of Chicana/Chicano students through a Eurocentric and a critical raced-gendered epistemological perspective and demonstrates that each perspective holds vastly different views of what counts as knowledge, specifically regarding language, culture, and commitment to communities. She then offers implications of critical raced-gendered epistemologies for both research and practice and concludes by discussing some of the critiques of the use of these epistemologies in educational research.

Open access to data, as a core principle of open science, is predicated on assumptions that scientific data can be reused by other researchers. We test those assumptions by asking where scientists find reusable data, how they reuse those data, and how they interpret data they did not collect themselves. By conducting a qualitative meta-analysis of evidence on two long-term, distributed, interdisciplinary consortia, we found that scientists frequently sought data from public collections and from other researchers for comparative purposes such as “ground-truthing” and calibration. When they sought others’ data for reanalysis or for combining with their own data, which was relatively rare, most preferred to collaborate with the data creators. We propose a typology of data reuses ranging from comparative to integrative. Comparative data reuse requires interactional expertise, which involves knowing enough about the data to assess their quality and value for a specific comparison such as calibrating an instrument in a lab experiment. Integrative reuse requires contributory expertise, which involves the ability to perform the action, such as reusing data in a new experiment. Data integration requires more specialized scientific knowledge and deeper levels of epistemic trust in the knowledge products. Metadata, ontologies, and other forms of curation benefit interpretation for any kind of data reuse. Based on these findings, we theorize the data creators’ advantage, that those who create data have intimate and tacit knowledge that can be used as barter to form collaborations for mutual advantage. Data reuse is a process that occurs within knowledge infrastructures that evolve over time, encompassing expertise, trust, communities, technologies, policies, resources, and institutions.

Community psychologists have contributed significantly to the body of literature on community-based participatory research (CBPR) and its application in understanding and addressing health and community participation disparities. At the core of CBPR are mutually beneficial partnerships with communities, whereby community members' voices are heard and they become co-researchers, helping guide the research process. In this article, I argue that for community psychologists to change the landscape of community participation, health, and well-being disparities experienced by many vulnerable populations who often face multiple forms of oppression, CBPR needs to be transformative and emancipatory. Stakeholders must be meaningfully involved as co-creators of knowledge and promoters of social justice embracing a human rights agenda. Drawing from work conducted with Latinx immigrant families with youth who have disabilities, I propose the following strategies moving forward: promoting meaningful participation of community members as co-creators of knowledge; promoting meaningful conversations that matter to communities; promoting civic engagement, activism, and advocacy; promoting an assets- and strengths-based approach to research; and promoting culturally relevant interventions. Community psychologists have the opportunity to make significant contributions to addressing disparities when community residents' knowledge is valued and recognized.

Interactions between project creators and backers on the crowdfunding platform represent the linchpin of every campaign. However, the resulting internal social capital has received little academic attention. To address this topic, we frame how internal social capital can develop through project track record and how internal social capital can spill over to external online communities. Focusing on the long–term implications of these manifestations of social capital, we empirically assess whether they can increase funding success beyond a single campaign. We test our hypotheses with two data sets derived from platform and survey sources and find support for the proposed relationships.

Despite considerable interest in online content creation there has been comparatively little academic analysis of the distribution of such practices, both globally and among social groups within countries. Drawing on theoretical frameworks used in digital divide studies, I outline differences in motivation, access, skills, and usage that appear to underlie and perpetuate differences in online content creation practices between social groups. This paper brings together existing studies and new analyses of existing survey datasets. Together they suggest online content creators tend to be from relatively privileged groups and the content of online services based on their contributions may be biased towards what is most interesting or relevant to them. Some implications of these findings for policymakers and researchers are considered.

Within higher education, students’ voices are frequently overlooked in the design of teaching approaches, courses and curricula. In this paper we outline the theoretical background to arguments for including students as partners in pedagogical planning processes. We present examples where students have worked collaboratively in design processes, along with the beneficial outcomes of these examples. Finally, we focus on some of the implications and opportunities for academic developers of proposing collaborative approaches to pedagogical planning.

Generative Artificial Intelligence (AI) approaches open up new avenues of digital creation, and are simultaneously accompanied by societal and ethical implications such as the creation of Deepfakes and spread of misinformation, renewing our understanding of technical AI systems as socio-technical systems. Applications of, and media generated by generative AI techniques are abundantly present on social media platforms frequented by children, who are not yet aware of the existence of AI-manipulated media. Previous work has highlighted the importance of digital media literacy and AI literacy for children. In this work, we introduce middle school students to generative AI techniques as a tool for creation, while also focusing on critical discussion about their societal and ethical implications, and encouraging pro-activeness in being responsible consumers, creators and stakeholders of technology. We present learning activities that introduce 38 middle-school students to generative modeling, how it is used to generate Deepfakes, cues that help to recognize Deepfakes, and the spread and effects of misinformation. Students demonstrated an understanding that generative media may be believable, but not necessarily true, and can contribute to the spread of misinformation. They were also able to identify why misinformation may be harmful or lasting, drawing specific examples to social settings that indicate human-centered implications. Finally, students expressed opinions about policies surrounding the presence of Deepfakes on social media. This approach can be adopted to introduce students to other technical systems that constitute both productive applications and potential negative implications of technology. ⋅Applied computing → Interactive learning environments; ⋅Human-centered computing → Social media; Social networks; ⋅Social and professional topics → Computing literacy; K-12 education; Misinformation, Deepfakes, digital literacy, media literacy, social media.

Conceptual models of the quadruple helix have largely taken a macro perspective. While these macro perspectives have motivated debates and studies, they fall short in understanding value creation activities at the micro level of the quadruple helix. The purpose of this paper is to address this deficit by focussing on the fundamental research question how value is collectively created, captured, and enhanced at the micro level of the quadruple helix. Drawing on theoretical considerations centred on simmelian ties, boundary work and value postures (motives, creation, destruction and drivers), we develop a micro level conceptual model of principal investigators (PIs) as value creators in the quadruple helix. Scientists in the PI role engage in boundary spanning activities with other quadruple helix actors. This engagement builds strong simmelian ties with these actors and enables PIs to develop collective value motives by bridging diverse knowledge and creating common value motives. Our conceptual model extends understanding of the quadruple helix at the micro level and highlights the importance of PIs having strong simmelian ties in order to realise collective and individual value motives. The paper concludes with some suggestions for future avenues of research on this important topic.