Editing Text messaging (section)

=== In schools ===
[[File:Textinginclass.jpg|thumb|Two girls text during class at school.]]
Text messaging has affected students academically by creating an easier way to cheat on exams. In December 2002, a dozen students were caught cheating on an accounting exam through the use of text messages on their mobile phones.<ref name=autogenerated3>{{cite web|url=http://www.newsline.umd.edu/business/specialreports/teentechnology/textmessaging051706.htm |title=Maryland Newsline – Business & Tech Special Report: Teens and Technology |publisher=Newsline.umd.edu |date=17 May 2006 |access-date=29 March 2012 |url-status=dead |archive-url=https://web.archive.org/web/20120323015523/http://www.newsline.umd.edu/business/specialreports/teentechnology/textmessaging051706.htm |archive-date=23 March 2012 }}</ref> In December 2002, Hitotsubashi University in Japan failed 26 students for receiving emailed exam answers on their mobile phones.<ref>{{cite web |url=http://www.eschoolnews.com/news/top-news/index.cfm?i=34945&CFID=3922618&CFTOKEN=23513501 |title=Top News – Students dial up trouble in new twist to cheating |archive-url=https://web.archive.org/web/20090705030506/http://www.eschoolnews.com/news/top-news/index.cfm?i=34945&CFID=3922618&CFTOKEN=23513501 |archive-date=5 July 2009 |url-status=dead}}</ref> The number of students caught using mobile phones to cheat on exams has increased significantly in recent years. According to Okada (2005), most Japanese mobile phones can send and receive long text messages of between 250 and 3000 characters with graphics, video, audio, and Web links.<ref>{{cite book |last=Okada |first=T. |date=2005 |chapter=Youth culture and shaping of Japanese mobile media: personalization and the keitainInternet as multimedia |editor1=M. Ito |editor2=D. Okabe |editor3=M. Matsuda |title=Personal, Portable, Pedestrian: Mobile Phones in Japanese Life |location=Cambridge, Massachusetts |publisher=MIT Press |isbn=0-262-09039-2}}</ref>

In England, 287 school and college students were excluded from exams in 2004 for using mobile phones during exams.<ref>{{cite news| url=http://news.bbc.co.uk/2/hi/uk_news/education/4448167.stm |work=BBC News | title=Exams ban for mobile phone users | date=15 April 2005 | access-date=25 May 2010}}</ref> Some teachers and professors claim that advanced texting features can lead to students cheating on exams.<ref>Goggin, G (2006) ''Cell Phone Culture: Mobile technology in everyday life''. New York: Routledge {{ISBN|0-415-36744-1}}</ref> Students in high school and college classrooms are using their mobile phones to send and receive texts during lectures at high rates. Further, published research has established that students who text during college lectures have impaired memories of the lecture material compared to students who do not.<ref>{{cite journal | last1 = Carrier | first1 = L. M. | last2 = Rosen | first2 = L. D. | last3 = Cheever | first3 = N. A. | last4 = Lim | first4 = A. | year = 2015 | title = Causes, effects, and practicalities of everyday multitasking | journal = Developmental Review | volume = 35 | pages = 64–78 | doi=10.1016/j.dr.2014.12.005}} Special issue on Living in the "Net" Generation: Multitasking, Learning and Development.</ref> For example, in one study, the number of irrelevant text messages sent and received during a lecture covering the topic of developmental psychology was related to students' memory of the lecture.<ref>{{cite journal | last1 = Rosen | first1 = L. D. | last2 = Lim | first2 = A. F. | last3 = Carrier | first3 = L. M. | last4 = Cheever | first4 = N. A. | year = 2011 | title = An Empirical Examination of the Educational Impact of Text Message-Induced Task Switching in the Classroom: Educational Implications and Strategies to Enhance Learning | journal = Psicología Educativa (Spain) | volume = 17 | issue = 2| pages = 163–77 | doi=10.5093/ed2011v17n2a4| doi-access = free }}</ref>

==== Bullying ====
{{Main|Cyberbullying}}
Spreading rumors and gossip by text message, using text messages to [[bully]] individuals, or forwarding texts that contain defamatory content is an issue of great concern for parents and schools. Text "bullying" of this sort can cause distress and damage reputations. In some cases, individuals who are bullied online have committed suicide. Harding and Rosenberg (2005) argue that the urge to forward text messages can be difficult to resist, describing text messages as "loaded weapons".<ref>Harding, S. & Rosenberg, D. (Ed). (2005). [https://books.google.com/books?id=59U4XLH001YC&pg=PA84 ''Histories of the Future'']. London: Duke University Press, p. 84 {{ISBN|0-8223-3473-9}}</ref>

[[Apple Inc.|Apple]]'s messaging app, [[Messages (Apple)|Messages]], uses Apple's Internet-based messaging service, [[iMessage]], to send messages to other iMessage users, and uses SMS as a fallback when no data connection is present, or when messaging non-iMessage users. It sets the color of messages depending on which technology was used. This has led to instances of iMessage users bullying people without [[iPhone]]s.<ref>{{Cite web |last=Molina |first=Brett |title=Google says Apple's iMessage, and its blue message bubbles, dominate because of bullying |url=https://www.usatoday.com/story/tech/2022/01/10/google-imessage-iphone-text-messages/9155873002/ |access-date=2023-11-11 |website=USA TODAY |language=en-US}}</ref><ref>{{Cite news |last=Higgins |first=Tim |date=2022-01-08 |title=Why Apple's iMessage Is Winning: Teens Dread the Green Text Bubble |language=en-US |work=[[The Wall Street Journal]] |url=https://www.wsj.com/articles/why-apples-imessage-is-winning-teens-dread-the-green-text-bubble-11641618009 |access-date=2023-11-11 |issn=0099-9660}}</ref><ref>{{Cite web |author1=Kimberly Gedeon |date=2022-10-08 |title=Green bubble trouble — how Apple geniously employs dark psychology with iMessage |url=https://www.laptopmag.com/features/green-bubble-trouble |access-date=2023-11-11 |website=LaptopMag |language=en}}</ref>

==== Influence on perceptions of the student ====
When a student sends an email that contains phonetic abbreviations and acronyms that are common in text messaging (e.g., "gr8" instead of "great"), it can influence how that student is subsequently evaluated. In a study by Lewandowski and Harrington (2006), participants read a student's email sent to a professor that either contained text-messaging abbreviations (gr8, How R U?) or parallel text in standard English (great, How are you?), and then provided impressions of the sender.<ref>{{Cite journal|title=The influence of phonetic abbreviations on evaluation of student performance |first1=Gary |last1=Lewandowski |first2=Samantha |last2=Harrington |journal=Current Research in Social Psychology |volume=11 |issue=15 |year=2006 |pages=215–226 |url=http://www.uiowa.edu/~grpproc/crisp/crisp11_15.pdf |url-status=dead |archive-url=https://web.archive.org/web/20140105223126/http://www.uiowa.edu/~grpproc/crisp/crisp11_15.pdf |archive-date=5 January 2014 }}</ref> Students who used abbreviations in their email were perceived as having a less favorable personality and as putting forth less effort on an essay they submitted along with the email. Specifically, abbreviation users were seen as less intelligent, responsible, motivated, studious, dependable, and hard-working. These findings suggest that the nature of a student's email communication can influence how others perceive the student and their work.

However, students have become aware of the reality that using these [[SMS language|textisms]] and adaptations can negatively impact their professionalism. Drouin and Davis surveyed American undergraduates in 2009 and found that three quarters of participants believed the use of textisms were not appropriate in formal messaging and writing.<ref name=":0">{{Cite journal |last1=Grace |first1=Abbie |last2=Kemp |first2=Nenagh |author-link2=Nenagh Kemp |last3=Martin |first3=Frances H |last4=Parrila |first4=Rauno |date=May 2015 |title=Undergraduates' attitudes to text messaging language use and intrusions of textisms into formal writing |url=http://journals.sagepub.com/doi/10.1177/1461444813516832 |journal=New Media & Society |language=en |volume=17 |issue=5 |pages=792–809 |doi=10.1177/1461444813516832 |issn=1461-4448 |s2cid=424414|url-access=subscription }}</ref> A study performed by Grace ''[[et al.]]'' (2013) asked 150 undergraduate students to rate the appropriateness of using textisms in a given scenario on a scale of one to five – five being entirely appropriate and one being not at all.<ref name=":0" /> All but eleven of the students rated the use of textisms in exams and typed assignments as "not at all appropriate", showing that the students are aware of how they must adapt their written language and tone depending on the context.<ref name=":0" /> Grace ''et al.'' (2010) went further, observing hundreds of academic papers from previous undergraduate students' exams, only to find that out of 533,500 words, a mere 0.02% were textisms. They owe this to the fact that the more accumulated experience a student has, the more they are able to understand when the "appropriate" and "inappropriate" times to use such language is.<ref name=":0" />