ABSTRACT
This narrative investigation takes a look at the actual experiences of college students who are communicating via social media and sharing emotions while raving about school. The research draws on the narrative inquiry methodology of Clandinin and Connelly (2000) to examine how students construct meaning from their relationships with each other, their feelings about their relationships, and their online representations of their relationships.
Ten college students, aged 18 to 24, who had expressed concerns about their studies in the past on social media were selected for semi-structured interviews. The findings of the narrative analysis were five major themes: emotional release and vulnerability in posting, the possible inefficiency of the grievance process within institutions, stressors in academics as triggers for online expression, fluctuating involvement with peers, and reflective behavioral changes in digital communication.
The findings suggest that social media ranting is a self-presentation tool driven by either social feedback or perceived institutional responsiveness and an emotional regulation strategy. The report highlights the need for better communication mechanisms within the institution and the importance of responsible use of digital media by students.
Keywords: Social Media Ranting, School-Related Grievances, Narrative Inquiry, Venting Behavior, College Students, Digital Expression, Peer Engagement, Institutional Channels
https://zenodo.org/records/21021653
