A Social Cognitive Theory of Internet Uses and Gratifications: Toward a New Model of Media Attendance

By Robert LaRose, Matthew S. Eastin. 2004

947 citations recorded by the source corpus.

Recent research explaining Internet usage has both extended and challenged the uses and gratifications approach to understanding media attendance by discovering "new" gratifications and introducing powerful new explanatory variables. The present research integrates these developments into a theory of media attendance within the framework of Bandura's (1 986) Social Cognitive Theory. Respondents from 2 Midwestern states were recruited by mail to complete an online questionnaire. Structural equation modeling techniques were used to test a.new model of media attendance in which active consideration of Internet uses and gratifications, moderated by Internet self-efficacy, joins habitual behavior and deficient self-regulation as determinants of media behavior. The model explained 42% of the variance in Internet usage. ,

Subfields: Communication, Information Systems and Management, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/1ea8dd53b823458cf4e54032978599708c5fa00f

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Citations in the corpus

Digital Divide: Impact of Access (2017, background): “Examples include domestication theory, uses and gratification theory, and social cognitive theory, leading to the model of media attendance (LaRose & Eastin, 2004).”
What is eSports and why do people watch it? (2017, methodology): “UGT has especially been used within research in online contexts (LaRose and Eastin, 2004; Papacharissi and Mendelson, 2010; Papacharissi and Rubin, 2000; Whiting and Williams, 2013), including online games (Wu et al., 2010), Facebook ( Joinson, 2008), video streaming (Cha, 2014; Chiang and Hsiao,…”
Uses and gratifications of social networking sites for bridging and bonding social capital: A comparison of Facebook, Twitter, Instagram, and Snapchat (2017, background): “Studies applying UGT have found that audience members’ individual differences—including media self-efficacy, habitual behavior, prior attitudes, and self-regulation—serve to moderate their media selections (e.g., Humphreys et al., 2013; LaRose and Eastin, 2004; Orchard et al., 2014).”
Why do people watch others play video games? An empirical study on the motivations of Twitch users (2017, methodology): “Another area where UG has been heavily used is the online context (Ko, Cho, & Roberts, 2005; LaRose & Eastin, 2004; Papacharissi & Mendelson, 2010; Whiting & Williams, 2013), including online games (Sherry, Lucas, Greenberg, & Lachlan, 2006; Wu, Wang, & Tsai, 2010), Facebook (Joinson, 2008), video…”
Getting Hooked on News: Uses and Gratifications and the Formation of News Habits Among College Students in an Internet Environment (2006, background): “However, deficiencies in self-regulatory mechanisms are quite common and have been shown to explain media consumption behavior across a wide range of consumption levels (LaRose & Eastin, 2004; LaRose et al., 2003).”
Rules? Role Model? Relationship? The Impact of Parents on Their Children’s Problematic Mobile Phone Involvement (2019, background): “Moreover, LaRose and colleagues described deficient self-regulation or self-reaction as a core risk for the overuse of the Internet (LaRose & Eastin, 2004) or social networking sites (LaRose, Kim, & Peng, 2010).”
Gratifications of using Facebook, Twitter, Instagram, or Snapchat to follow brands: The moderating effect of social comparison, trust, tie strength, and network homophily on brand identification, brand engagement, brand commitment, and membership intention (2017, background): “…seek out different media to fulfill their informational, entertainment, social, and escapism needs, with media self-efficacy, habitual behavior, prior attitudes, self-regulation, and other factors moderating their media selections (Dimmick et al., 2004; Ko et al., 2005; LaRose and Eastin, 2004).”
Why do people get phished? Testing individual differences in phishing vulnerability within an integrated, information processing model (2011, neutral): “2004) [3,32].”
Racism on the Internet: Conceptualization and Recommendations for Research (2018, background): “For example, the social–cognitive theory of uses and gratification (LaRose & Eastin, 2004) examines people’s needs for satisfaction through seeking information on the Internet.”
Students' Silent Messages: Can Teacher Verbal and Nonverbal Immediacy Moderate Student Use of Text Messaging in Class? (2010, background): “Thus, similar to the behavior of checking e-mail (LaRose & Eastin, 2004), college students’ text messaging during class was a recurring behavior that might not be moderated by teacher immediacy via learning motivation.”
Why Do We Indulge? Exploring Motivations for Binge Watching (2018, background): “…& Electronic Media 62(3), 2018, pp. 408–426 DOI: https://doi.org/10.1080/08838151.2018.1451851 ISSN: 0883-8151 print/1550-6878 online 408 depression, loneliness, and self-regulation deficiency are likely indicators of binge behaviors (Bonin, McCreary, & Sadava, 2000; LaRose & Eastin, 2004).”
The Relationship Between Body Image Concerns, Eating Disorders and Internet Use, Part II: An Integrated Theoretical Model (2016, background): “…been argued that gratifications theory is uniquely suited to exploring online communication and behaviors, particularly among adolescents, and it has been used to explain traditional Internet use and well as social media use (LaRose and Eastin 2004; Peter et al. 2005; Raacke and Bonds-Raacke 2008).”
The Relationship Between Cell Phone Use and Academic Performance in a Sample of U.S. College Students (2015, background): “As such, it is an important variable to consider when exploring the relationship between potential distractors such as cell phones or other new media and academic performance (LaRose & Eastin, 2004; LaRose, Lin, & Eastin, 2003; LaRose, Mastro, & Eastin, 2001; Odaci, 2011).”