A Content Analysis Based Classification of We-Media Users: Bystanders and Participants

Abstract

Aims: This study examines the motivations and behavioral patterns of Chinese university students as we-media users and investigates whether we-media functions as a substitute for offline interpersonal interaction or fulfils psychosocial needs that remain unmet in everyday life. Study Design:​ An observational study using content analysis, grounded in uses and gratifications theory and Goffman’s impression management framework. Place and Duration of Study:​ Fujian Business University, Fuzhou, China, over a 12-week observation period. Methodology:​ A total of 550 student we-media operators were recruited and monitored over 12 consecutive weeks. Participants were classified into two groups—bystanders and participants—according to the frequency and duration of their online engagement. Their behavioral records were coded using a four-category scheme adapted from Krishnamurthy (2002), structured along two dimensions: individuality versus community and private versus topical. Intercoder reliability was assessed, yielding an average mutual agreement of 0.80 and a reliability coefficient of 0.92. Results:​ Bystanders (n = 325) primarily used we-media for individualized information seeking, with the individuality–private type accounting for 41.90% and the individuality–topic type accounting for 31.11% of their behavioral stems. In contrast, participants (n = 225) emphasized community-oriented engagement: the community–private and community–topic types together comprised 72.73% of their behavioral stems, reflecting a strong orientation towards peer recognition and belonging. The findings indicate a motivational shift from individual information acquisition among bystanders to community integration and identity affirmation among active participants, suggesting that we-media fulfils distinct social functions according to users’ levels of involvement. Conclusion: The findings indicate that lower-involvement users mainly seek personally relevant information, whereas more active users emphasize reciprocal interaction, peer recognition, belonging, and identity affirmation. The resulting typology demonstrates that we-media may serve distinct social and psychological functions according to the user’s level and form of involvement.