A Study of Douban Group Members' Behavior Based on Interactive Ritual Chains——The Peer Pressure Research Center as an example

Authors

  • Lijuan Chen

DOI:

https://doi.org/10.54097/ehss.v11i.7680

Keywords:

Interactive ritual chain, Douban group, peer pressure research center.

Abstract

The development of online communities provides a space for youth groups with similar interests to communicate and gain positive emotions from them. This paper uses Collins' interactive ritual chain as a theoretical perspective, and takes the "Peer Pressure Research Center" as a representative of Douban group to explore the formation and results of interactive rituals in the group by using participant observation. The study further considers how young people can express themselves and share emotions in online communities to alleviate negative emotions, obtain positive feelings, and reconstruct their self-perception.

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References

Luo Yunjuan, Zhang Huan. Co-creation of regional cultural tourism image in the Jitterbug interactive ritual chain. Contemporary Communication, 2022 (03): 106 - 109.

Li Xinxin,Sun Qiangwei. Research on youth interaction behavior in short video from the perspective of interactive ritual chain theory--Jieyin App as an example. Southeast Communication, 2020 (10): 115 - 118.

Li Junpeng, Ru Wenjun. On the chain of interactive rituals in virtual communities. Guangdong Social Science, 2020 (04): 201 - 211.

Luo Ping. Research on the interactive communication of emotion in online education under the perspective of interactive ritual chain. Journal of the National Academy of Educational Administration, 2020 (11): 65 - 72.

Gu Chudan. Research on the interactive ritual chain of social platform communities from the perspective of social networks - taking fan communities as an example. China Youth Studies, 2022 (02): 37 - 43+29.

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Published

20-04-2023

How to Cite

Chen, L. (2023). A Study of Douban Group Members’ Behavior Based on Interactive Ritual Chains——The Peer Pressure Research Center as an example. Journal of Education, Humanities and Social Sciences, 11, 311-313. https://doi.org/10.54097/ehss.v11i.7680