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their buying behavior, if they think YouTubers make use of all the stuff they promote in videos, if YouTubers give their honest opinions about products, if YouTubers earn a lot of money with their videos, if the teenagers are aware that many content is sponsored and how they think about hidden promoted content. A list of all interview questions can be found in appendix A. The same themes and types of questions are asked to YouTubers. First the questions focused on behavior, like how YouTubers combine their work with other duties such as school, the differences between now and when they started, whether they behave the same online as in real life and what they take into account when making videos. The second theme, identification, focused on how they think about teenagers copying their behavior, if they are aware of this and what hidden aspects there are behind the videos that viewers do not see. The third theme, Influences, contained questions like if they notice any influence on teenagers, if they keep opinions to themselves taking the viewers into account and how they think about sponsored content and ethical matters such as alcohol and language. The last set of questions focused on awareness, like what they have noticed of teenagers being aware of the world behind YouTube, if they really use products they promote in their videos, how they think about sponsored content, how much work they have making videos and finally if they recommend being a YouTuber and the life they have. A list of all interview questions can be found in appendix B. Most questions were derived from previous research on the influence of TV characters. A list of research questions based on previous research can be found in appendix C. 3.4. Data analysis Data from the interviews was thematically analyzed and coded. Thematic analysis identifies, analyzes and reports patterns (themes) within data (Braun & Clarke, 2006) through the process of systematic observation and categorization (Mills, 2010). The thematic analysis process was divided into three phases: (1) open coding, (2) axial coding, and (3) selective coding. By following these three phases, relevant themes are identified and described in an organized progression. Limitations such as selective bias during the process of constructing thematic categories were minimized by collecting sufficient data based on themes across the data set (Braun & Clarke, 2006) and using a second coder. A lot of discussion and consultations were needed to reach agreement of the codebook. Cohen’s Kappa was calculated after coding the first interview with teenagers and ended up to be 0.889. The same codebook was used as a base for the codebook of YouTubers. However, some items were changed, deleted or added to make it more compatible. The codebook of YouTubers reached a Cohen’s Kappa of 0.832. Table 1: Method design of this study Teenagers Semi-structured interviews YouTubers - Time on YouTube - Follow or own fan accounts - Active in fan chats - Visit YouTube events - Own merchandise - Attractiveness YouTube(rs) - Role YouTubers in their life - Learnt from YouTubers - Become YouTubers themselves - Buy products based on YouTubers - Listen to advice - Influence on homework, sleep, money - Environment about influence - Recognize sponsored content - Honesty of YouTubers - Do teenagers know how much work - Money YouTubers earn Behavior Identification Influences Awareness - Combining YouTube with school - Difference starting phase and now - Behavior YouTube versus real life - Content - Copy behavior of teenagers - Awareness copy behavior - Examples copy behavior - Advice teenagers becoming YouTubers - Examples influence on teenagers - Opinions not shared - Avoided topics - Use sponsored content - Honesty in their advertisements - Workload of YouTubers - Do they think teenagers are aware W.M. WESTENBERG MSC THESIS - INFLUENCE OF YOUTUBERS ON TEENAGERS 13PDF Image | The influence of YouTubers on teenagers
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