Comparing Chinese and European Adolescents: A Cross-Cultural Analysis of the Impact of Virtual Community Participation

ISF International School Frankfurt Rhein-Main, 65931 Frankfurt, Germany

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Abstract

The way that the younger generation communicates has been influenced as they are more accessible to the internet. Both Chinese and European adolescents start to participate in online groups and communities regardless of their cultural backgrounds. This study investigates how social cognition and group identity of Chinese and European adolescents are influenced in virtual community participation, and illustrates the impact on social cognition and group identity among these groups. Based on social identity theory and computer-mediated communication theory, this study examines the differences in psychological patterns and motivations between Chinese and European adolescents when they participate in the online community. Several factors, such as seeking emotional support, developing social skills and expressing self-identity, are highlighted in this study. However, the risk of cognitive bias and the decrease in offline interaction need to be considered. A diverse cultural background is the core factor resulting in different participation. For instance, Chinese adolescents tend to seek social interaction in online communities, but European adolescents are likely to express themselves. Moreover, this research provides practical implications for promoting adolescent mental health and cross-cultural communication.