A grounded theory study of interpretive experiences in cyberostracism among university students

With the widespread use of social media, social exclusion in digital contexts (e.g., "being left on read" or being ignored in group chats) has become increasingly prevalent among university students. Previous research has primarily focused on its negative psychological consequences, while the process through which individuals interpret and construct the meaning of exclusion experiences remains underexplored. This study aimed to develop an interpretive framework of how university students experienced and negotiated ambiguous digital nonresponse within cyberostracism contexts using a grounded theory approach.

A Straussian grounded theory approach was adopted. Using purposive sampling, theoretical sampling, and snowball sampling, 22 university students (aged 18-24) with experiences of cyberostracism were recruited for semi-structured interviews. Data were analyzed through open, axial, and selective coding using constant comparative analysis until theoretical saturation was achieved.

A five-stage interpretive model was developed, including (1) digital ostracism situations, (2) relational uncertainty and interpretive negotiation, (3) emotional responses, (4) behavioral adjustment, and (5) narrated changes in self-perception. Uncertainty emerged as a central interpretive experience through which participants made sense of ambiguous digital nonresponse. Participants' interpretations were shaped by relational closeness, communication expectations, prior interaction history, and platform norms.

This study provides a process-oriented interpretive account of how university students experience and negotiate cyberostracism in digitally mediated contexts. Rather than proposing a confirmed causal mechanism, the findings contextualize existing ostracism theories by showing how ambiguous digital nonresponse is interpreted within relational and communication contexts.