Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

胡一峰. / "2002年7月" / 論文 (哲學碩士)--香港中文大學, 2002. / 參考文獻 (p. 78-83) / 附中英文摘要. / "2002 nian 7 yue" / Hu Yifeng. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 78-83) / Fu Zhong Ying wen zhai yao. / 摘要 --- p.i-ii / 感謝 --- p.iii / Chapter 第一章 --- 引言 --- p.1-3 / Chapter 第二章 --- 主要文獻及研究問題 --- p.4-20 / Chapter 第一部 --- 分ICQ的使用 --- p.4-7 / Chapter 第二部 --- 分虛擬現實中的人際傳播 --- p.8-17 / Chapter 第三部 --- 分硏究問題 --- p.18-20 / Chapter 第三章 --- 硏究設計 --- p.21-27 / Chapter 第一部 --- 分硏究方法 --- p.21-22 / Chapter 第二部 --- 分硏究樣本 --- p.23-25 / Chapter 第三部 --- 分硏究對象簡貌 --- p.26-27 / Chapter 第四章 --- 硏究發現 --- p.28-73 / Chapter 第一部 --- 分情誼關係之産生 --- p.28-40 / Chapter 第二部 --- 分情誼關係之發展 --- p.41-49 / Chapter 第三部 --- 分情誼關係之解體 --- p.50-54 / Chapter 第四部 --- 分情誼關係之虛幻與真實 --- p.55-73 / Chapter 第五章 --- 結論與討論 --- p.74-77 / 參考文獻 --- p.78-83

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (M.A.)--University of Hong Kong, 2009. / Includes bibliographical references (p. 64-66).

Thesis (M. Sc.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 102-118).

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 383-393). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)(Information Science)--University of Pretoria, 2005. / Includes summary. Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (M.A.)--Indiana University, 2007. / Title from screen (viewed on July 10, 2007) Department of English, Indiana University-Purdue University Indianapolis (IUPUI) Includes vita. Includes bibliographical references (leaves 53-58)

Shy children often have difficulty communicating; however, it is not clear whether these difficulties stem from a skills deficit or from an anxiety-driven performance deficit. Therefore, the present study examined how shy children’s communication skills differed from those of average, non-shy children, using the Internet as a medium for social communication. It was hypothesized that shy children may be more reticent than average children to initiate conversation in a novel situation. However, over time shy children were expected to become more comfortable in discussions with their on-line partner and to become less anxious as they acknowledge the anonymity of chat groups. This study also investigated potential changes in negative effects associated with shyness over time. Fifteen shy children (Mean shyness score=72.3; SD=6.43) and 15 average children (Mean shyness score=53.7; SD=5.6) participated in the 10 MSN conversation groups. Children were also given a series of questionnaires prior to and after the 10 sessions. Results from this study suggest that shy children communicate in a similar manner to their average partners when online. Results also suggest that shy children had higher levels of social anxiety than average children before beginning an online conversation with an unknown partner. However, by the end of the 10 sessions, their anxiety had been significantly reduced. No other changes or differences in psychological functioning were noted between shy and average children.

Shy children often have difficulty communicating; however, it is not clear whether these difficulties stem from a skills deficit or from an anxiety-driven performance deficit. Therefore, the present study examined how shy children’s communication skills differed from those of average, non-shy children, using the Internet as a medium for social communication. It was hypothesized that shy children may be more reticent than average children to initiate conversation in a novel situation. However, over time shy children were expected to become more comfortable in discussions with their on-line partner and to become less anxious as they acknowledge the anonymity of chat groups. This study also investigated potential changes in negative effects associated with shyness over time. Fifteen shy children (Mean shyness score=72.3; SD=6.43) and 15 average children (Mean shyness score=53.7; SD=5.6) participated in the 10 MSN conversation groups. Children were also given a series of questionnaires prior to and after the 10 sessions. Results from this study suggest that shy children communicate in a similar manner to their average partners when online. Results also suggest that shy children had higher levels of social anxiety than average children before beginning an online conversation with an unknown partner. However, by the end of the 10 sessions, their anxiety had been significantly reduced. No other changes or differences in psychological functioning were noted between shy and average children.