scieee Science in your language
[en] (orig)

Phenomenological study about enhancing university student's psychosocial wellbeing through YouTube videos: Autonomous Sensory Meridian Response (ASMR) in Finland

Ko Wai, Chan · 2020

Abstract

The present qualitative study aimed to explore how the attitudes, experiences, and feelings of Autonomous Sensory Meridian Response (ASMR) videos could be used to enhance psychosocial wellbeing similar to mindfulness-based treatment programs. ASMR is an atypical and multisensory phenomenon in which a tingling sensation is often elicited following specific audio-visual stimulations. Although ASMR experiences have been announced to enhance wellbeing and phenomenologically superimposed with mindfulness, there is a lack of research exploring how ASMR experiences relate to wellbeing. In this study, the theoretical underpinnings of the Differential Susceptibility to Media Effects Model (DSMM) by Patti M. Valkenburg and Jochen Peter (2013) are merged with Positive psychology's wellbeing theory (PERMA) by Seligman (2011) for the first time with the objective to explore and link the distinguishing characteristics of ASMR video with wellbeing outcomes. The study entailed two in-depth semi-structured interviews, which were conducted with three university students (one female and two males) in Finland. Interpretative phenomenological analysis with coding schemes was employed and guided by DSMM and Seligman's five domains of well-being. Three main themes and fourteen subthemes emerged from the analyses of the interview transcripts corresponding to the research question. The main themes include ASMR intentional use, ASMR media contents, and ASMR multisensory integration. The subthemes encompass prior ASMR-like experiences, social pressure from family members and curiosity, different types of sound, voices, and movement; nostalgic thoughts, pro-change bias, and positive responses. Exploration of interviewees' narratives further brought to light issues concerning ASMR's emotional effects on wellbeing. Analyses reveal different subthemes clustered into five main themes: Positive Emotion, Engagement, Relationships (Connectedness), Meaning and Making a Connection, and Accomplishment. The findings showed how ASMR videos enhance wellbeing through mindfulness-like experiences. These research findings are significant due to the ASMR videos' potential to increase wellbeing and happiness. Furthermore, their influence can extend to elevating the ability to concentrate on tasks at hand, improving the quality of sleep by stopping rumination, increasing self-confidence, and motivating altruistic behavior. The beneficial potential of ASMR videos to promote psychosocial wellbeing is remarkable.

Read accessible full text

Phenomenological study about enhancing university student's psychosocial wellbeing through YouTube videos: Autonomous Sensory Meridian Response (ASMR) in Finland

Author: Ko Wai, Chan
Publisher: fi=Lapin yliopisto|en=University of Lapland|
Year: 2020
Source: https://lauda.ulapland.fi/bitstream/10024/64317/1/Chan%20Ko%20Wai.pdf
Phenomenological s udy abou enhancing uni e si y s uden 's psychosocial wellbeing
h ough YouTube ideos:
Au onomous Senso y Me idian Response (ASMR) in Finland
Chan Ko Wai
Mas e 's hesis
Facul y o Educa ion, Media Educa ion
Uni e si y o Lapland
Sp ing 2020
Uni e si y o Lapland, Facul y o Educa ion
The i le o he p o g adu hesis: Phenomenological s udy abou enhancing uni e si y
s uden 's psychosocial wellbeing h ough YouTube ideos: Au onomous Senso y Me idian
Response (ASMR) in Finland
Au ho : Chan Ko Wai
Deg ee p og amme: Media Educa ion
The ype o wo k: P o g adu hesis_X_Lauda u hesis__Licencia e hesis__
Numbe o pages: 87 + 7 Appendices
Yea : 2020
Abs ac . The p esen quali a i e s udy aimed o explo e how he a i udes, expe iences, and
eelings o Au onomous Senso y Me idian Response (ASMR) ideos could be used o
enhance psychosocial wellbeing simila o mind ulness-based ea men p og ams. ASMR
is an a ypical and mul isenso y phenomenon in which a ingling sensa ion is o en elici ed
ollowing speci ic audio- isual s imula ions. Al hough ASMR expe iences ha e been
announced o enhance wellbeing and phenomenologically supe imposed wi h mind ulness,
he e is a lack o esea ch explo ing how ASMR expe iences ela e o wellbeing. In his s udy,
he heo e ical unde pinnings o he Di e en ial Suscep ibili y o Media E ec s Model (DSMM)
by Pa i M. Valkenbu g and Jochen Pe e (2013) a e me ged wi h Posi i e psychology's
wellbeing heo y (PERMA) by Seligman (2011) o he i s ime wi h he objec i e o explo e
and link he dis inguishing cha ac e is ics o ASMR ideo wi h wellbeing ou comes.
The s udy en ailed wo in-dep h semi-s uc u ed in e iews, which we e conduc ed wi h h ee
uni e si y s uden s (one emale and wo males) in Finland. In e p e a i e phenomenological
analysis wi h coding schemes was employed and guided by DSMM and Seligman's i e
domains o well-being. Th ee main hemes and ou een sub hemes eme ged om he
analyses o he in e iew ansc ip s co esponding o he esea ch ques ion. The main
hemes include ASMR in en ional use, ASMR media con en s, and ASMR mul isenso y
in eg a ion. The sub hemes encompass p io ASMR-like expe iences, social p essu e om
amily membe s and cu iosi y, di e en ypes o sound, oices, and mo emen ; nos algic
hough s, p o-change bias, and posi i e esponses. Explo a ion o in e iewees' na a i es
u he b ough o ligh issues conce ning ASMR's emo ional e ec s on wellbeing. Analyses
e eal di e en sub hemes clus e ed in o i e main hemes: Posi i e Emo ion, Engagemen ,
Rela ionships (Connec edness), Meaning and Making a Connec ion, and Accomplishmen .
The indings showed how ASMR ideos enhance wellbeing h ough mind ulness-like
expe iences. These esea ch indings a e signi ican due o he ASMR ideos' po en ial o
inc ease wellbeing and happiness. Fu he mo e, hei in luence can ex end o ele a ing he
abili y o concen a e on asks a hand, imp o ing he quali y o sleep by s opping umina ion,
inc easing sel -con idence, and mo i a ing al uis ic beha io . The bene icial po en ial o
ASMR ideos o p omo e psychosocial wellbeing is ema kable.
Keywo ds: ASMR, DSMM, In e p e a i e phenomenological analysis (IPA), Mind ulness,
PERMA, Psychosocial wellbeing
Fu he in o ma ion: I gi e pe mission he p o g adu hesis o be ead in he Lib a y _X_
I gi e pe mission he p o g adu hesis o be ead in he P o incial Lib a y o Lapland _X_
i
Lis o Figu es and Tables in he hesis
Figu es
Figu e 1. To al numbe o Views Pe Mon h o Finnish ASMR is Si a So ia on
YouTube 3
Figu e 2. Concep ual diag am o esea ch ques ions and objec i es 10
Figu e 3. Diag am o Resea ch Me hodology and a ionale 33
Figu e 4. Flow p ocess o he eme gen sub hemes and subsequen applica ion
o he hemes o he PERMA model, iden i ied h ough IPA. 39
Figu e 5. Mind map o in e iew na a i e sub hemes and hemes o he PERMA
model in ela ion o ASMR expe ience 41
Figu e 6. Rela i e s eng h o he i e PERMA hemes and in e connec ions be ween
hemes 66
Figu e 7. P oposed model o ASMR media e ec s wi h wellbeing 67
Tables
Table 1. Pa icipan s’ demog aphic and ASMR p o ile. 34
Table 2. Time able o he in e iew schedule 37
Table 3. S ages in IPA Analysis 42
Table 4. Themes and Sub hemes o ASMR in en ional use and esponses 45
Table 5. Themes and Sub hemes o ASMR media e ec s wi h wellbeing 51
ii
Lis o Abb e ia ions
Augmen ed Reali y
AR
Au onomous Senso y Me idian Response
ASMR
ASMR A is
ASMR is
bea s pe minu e
bpm
Big Fi e In en o y Pe sonali y Tes
BFI
Combined S imuli
CS
Di e en ial Suscep ibili y o Media E ec s Model
DSMM
do sal An e io Cingula e Gy us
dACG
Elec oencephalog aphy
EEG
unc ional Magne ic Resonance Imaging
MRI
Hea Ra e
HR
In e io F on al Gy us
IFG
In e p e i e Phenomenological Analysis
IPA
medial p e on al co ex
mPFC
Mind ul A en ion and Awa eness Scale
MAAS
Non-Rapid Eye Mo emen
NREM
Nucleus Accumbens
NAcc
Posi i e emo ion, Engagemen , Rela ionship, Meaning and
Accomplishmen
PERMA
Region-O -In e es
ROI
Skin Conduc ance Le el
SCL
Supplemen a y Mo o A ea
SMA
To on o Mind ulness Scale
TMS
iii
Table o Con en s
1 – In oduc ion 1
1.1 ASMR: De ini ion, His o y and Online communi ies 1
1.2 ASMR in Finland 2
1.3 Resea ch P oblem and con ex 3
1.4 Resea ch Ques ions and Objec i es 4
2 – Backg ound 4
2.1 ASMR cha ac e is ics and con en 4
2.2 ASMR and indi idual di e ences 5
2.3 ASMR and o he mul isenso y phenomena 7
3 – Concep ual F amewo k 9
3.1 Media Use & Wellbeing 9
3.2 In he di ec ion o posi i e media psychology 10
3.3 Media E ec : Di e en ial Suscep ibili y o Media E ec s Model (DSMM) 11
3.4 PERMA model (Wellbeing Theo y) 16
3.4.1 Posi i e emo ion and p e ious esea ch on ASMR 17
3.4.2 Engagemen and p e ious esea ch on ASMR Flow-like Men al S a e 19
3.4.3 Rela ionship and p e ious esea ch on ASMR Social Connec edness 20
3.4.4 Meaning and Sense o Pu pose 20
3.4.5 Accomplishmen and Sense o Achie emen 21
3.5 PERMA: Explo ing media e ec s 21
4 – Li e a u e Re iew 22
4.1 Psychophysiological s udy abou ASMR and a ec i e esponses 22
4.2 Neu ophysiological imaging s udies abou ASMR and Social Connec edness 24
4.2.1 ASMR ela ed o empa hy and social engagemen 24
4.2.2 ASMR ela ed o a ilia i e beha io s 25
4.3 O he s udies on he bene i s o ASMR engagemen 25
4.3.1 Senso y Channel e ec s o ASMR on Sho - e m memo y 25
4.3.2 ASMR combined wi h Binau al Bea Inducing o Sleep 26

i
4.3.3 The linkage be ween ASMR & Mind ulness Medi a ion 28
4.4 Conclusion 29
5 – Resea ch Me hodology 30
5.1 Phenomenological App oach o Inqui y 30
5.2 In e p e a i e Phenomenological Analysis (IPA) 31
5.3 Theo e ical Desc ip ions o IPA 32
5.4 Pa icipan Selec ion 34
5.5 Ma e ial and Me hod 36
5.6 In e iew schedule and p o ocol 37
5.7 Da a Analysis 38
5.8 Coding S a egy 43
5.9 Validi y and Reliabili y 43
6 – Findings 44
6.1 S uden s’ ASMR expe iences 45
6.2 The e ec o ASMR expe iences on he psychosocial wellbeing
o s uden s in Finland 51
7 – Summa y o Findings & Discussion 67
7.1 ASMR In en ional Use and Mul isenso y In eg a ion 68
7.2 Bodily Sel -awa eness in ha mony wi h Psychosocial Wellbeing 70
7.3 Limi a ions 73
8 – Conclusion and sugges ions o u u e esea ch 73
Re e ences 76
Appendices
Appendix A S uden Demog aphics Ques ionnai e 88
Appendix B In o med Consen Fo m 89
Appendix C In e iew One: Focused ASMR Li ed Expe iences 91
Appendix D In e iew Two: The De ails o Expe ience 92
Appendix E ASMR digi al lye 93
Appendix F Coding scheme on ASMR & Wellbeing 94
1
1 In oduc ion
The e has ecen ly been a emendous public in e es in an a ypical phenomenon:
Au onomous Senso y Me idian Response (ASMR) by hose capable o expe iencing i .
This mul isenso y phenomenon d aws hund eds o housands o people o YouTube
channels dedica ed o i e e y day. To ake an example, Gen leWhispe ing is one o he
mos popula channels p oducing ASMR con en and has shown o e one million
subsc ibe s and 470,000,000 iews (McE lean & Banissy, 2018, 2). No ably, he e we e
o e 6 million ideos on Ins ag am wi h he hash ag #asm . This hash ag #asm was
ecognized as he p ima y end o 2018 on his social ne wo k. The sea ching o
hash ags and keywo ds p oduces mo e han 12 million ideos o his ype wi h a la ge
numbe o iews and suppo e s on YouTube channel (An ono a, 2019, 8). Acco ding o
Ah e s, ASMR is cu en ly (as o Feb ua y 2019) he 8 h mos common keywo d sea ched
on YouTube wo ldwide (Val aka i e al., 2019, 2). The e is a popula end in bo h online
ideo con en and comme cials o ASMR ha a e ilmed o p omo e p oduc s by amous
b ands, o ins ance, Coca Cola, KFC, IKEA, Tic Tac, Taco Bell, Do e Chocola e,
Michelob Ul a and o he s (An ono a, 2019, 9). Recen ly, he o icial Pokémon YouTube
channel (Pokemon- hemed ASMR) has appea ed on he ASMR end in Japan. The i s
ideo comes om he Pokémon Kids TV YouTube channel, showing Chespin ea ing some
Poké Pu s and making exagge a ed munching sounds (Sco , 2020). Besides, some
Mukbang (Ko ean wo ds o "ea ing" and "b oadcas ") channels on YouTube a e also
de o ed en i ely o ASMR and ocus on p oducing di e en ea ing sounds (Anjali, 2019).
1.1 ASMR: De ini ion, His o y and Online communi ies
Au onomous Senso y Me idian Response (ASMR) is a mul i-senso y phenomenon
ypically cha ac e ized by dynamic ingling sensa ion sp eading ac oss he scalp, mo ing
downwa ds along he line o he spinal co d, and hen p opaga ing o he a ms and legs
(Cash, Heisick, & Papesh., 2018, 1). In his con ex , Au onomous e e s o pe sonal
abili y o acili a e o p oduce he sensa ion a will. Senso y is de ined as he sense o gans
ansmi ed he ne e impulse o he b ain o senses hemsel es in esponse o an ex e nal
igge . Me idian is de ined as he highes poin o apex and also so-called o eupho ia. In
e ms o T adi ional Chinese Medicine, he me idian also illus a es he pa hways aken by
he qi, o li e ene gy, as i lows h ough he human body (S e ano , Po oz, Kim, Lim, Cha,
& Nam, 2013, 1). Response is e e ed o how he indi idual eac s o a igge ing s imulus
o hough (Del Campo & Kehle, 2016, 1).
2
Acco ding o Aus ian w i e Clemens J. Se z, Vi ginia Wool 's no el M s. Dalloway
published in 1925 ha e a passage ha may be ela ed o he ASMR phenomenon (Se z,
2015). This passage gene ally e e s o he human oice, and so o whispe ed ocal
sounds simila o ASMR igge s o many ASMR expe ience s pos ed commen s o
YouTube ideos ha hey desc ibe someone speaking o whispe ing di ec ly o he came a
(Wool , 2005, 141). On an online heal h o um, he ASMR sensa ion i s appea ed in 2007
as a good eeling o unknown o igin. People epo ed o ha e he ele an sensa ion in
a ious si ua ions in hei daily li es o yea s, bu some o hem did no emembe a ime
when hey did no eel ASMR (Bode, 2019, 3). In 2010, i was b ough o he public
a en ion again, and nume ous online o ums included discussions o a p e iously
unnamed eeling e med Au onomous Senso y Me idian Response c ea ed by Jenni e
Allen. La e , ASMR desc ip ions we e p oli e a ed in he media, and some jou nalis s
e e ed o he ingling sensa ion as "b ain o gasms" (F edbo g, Cla k, & Smi h., 2017, 1).
The i s ASMR online communi y s a ed in 2009 when he YouTube channel
Whispe ingLi e was c ea ed. O he channels ha e appea ed o sha ing con en ha was
explici ly aimed a s imula ing a elaxing sensa ion wi hin a sho ime. Today, se e al
YouTube channels wi h ASMR con en ha e mo e han a million subsc ibe s and millions
o iews, illus a ing he g owing popula i y o he phenomenon (Bode, 2019, 4).
Nowadays, he e a e se e al Apps specialized in ASMR, such as ASMR Sleep 3D Sounds
(compose own mixes and soundscapes by adding, d agging, and modula ing sounds); and
ASMR Slime T igge s (slime simula o wi h isual s imula ion) (Da id, 2019).
1.2 ASMR in Finland
ASMR phenomenon has become popula in Finland o e he las yea s, and nume ous
new ASMR con en YouTube channels ha e been c ea ed. The i s Finnish ASMR a is s
we e Ma ilda Koi is o and s a ed in he 2014 Whi eWin e Whispe s channel (Tu iainen,
2019, 27-28). Then, a amous Finnish YouTube ideo blogge Si a Salminen (Spa-
Roleplay- ideo), appea ed, and he published ASMR channel was iewed o e 20 million
imes in Sep embe 2019, shown in Figu e 1.
3
Figu e 1 shows ha a sudden inc ease in he o al iews o Finnish ASMR is s channel in
he pe iod om Oc obe o Ma ch in 2018-2019 and 2019-2020. This end has aised he
ques ion whe he Finnish people could likely seek ASMR ideos o elie e hei kaamos
pe iod p oblems and why he numbe o iewing inc eased in ha pe iod as he p e ious
esea ch has shown ha ASMR expe ience s had epo ed eelings o elaxa ion and well-
being (Ba a & Da is, 2015, 1).
1.3 Resea ch P oblem and i s con ex
The pola nigh , also called kaamos, e e s o he da k pe iod ha las s o 51 days om
Oc obe o he beginning o Ma ch in he mos no he n pa o Finland. Almos 40 pe cen
o Finnish people expe ience speci ic changes in mood and beha io , and abou 9 pe cen
ha e symp oms o win e dep ession du ing he Kaamos pe iod (G imaldi, 2009, 9).
Besides, 30 pe cen o Finnish uni e si y s uden s su e ed om psychological p oblems,
including con inuous o e s ain (43 pe cen ), eeling unhappy and dep essed (27 pe cen ),
di icul ies concen a ing on asks a hand (32 pe cen ), loss o sleep caused by wo ying
(23 pe cen ), and loss o sel -con idence (23 pe cen ). One- hi d o s uden s epo ed
expe iencing conside able s ess, and 28 pe cen o emale and 19 pe cen o male
s uden s epo ed hey wo y a lo o e s udy- ela ed ma e s e en in hei ee ime (Kun u
e al., 2017, 34-37, 68-72). I is also epo ed ha ASMR can b ing empo a y elie o
hose su e ing om dep ession and phenomenologically o e lap wi h mind ulness (Ba a
Kaamos’s pe iod
Kaamos’s pe iod
Figu e 1: To al Views Pe Mon h o Finnish ASMRis Si a So ia on YouTube. Adap ed
om:h ps://socialblade.com/you ube/channel/UCjNyeUaGpD0o7z5Vb uS6-A/mon hly
10
Figu e 2. Concep ual diag am o esea ch ques ions and objec i es. Adap ed om P.M.
Valkenbu g and J. Pe e , 2013.
In Figu e 2, he op wo ci cles (RQ1 and RQ2) co espond o he esea ch ques ions and aims o
he cu en s udy. The esea ch ques ion one is, "How do s uden s expe ience ASMR?". The
objec i e is o explo e he di e en ial suscep ibili y a iables o ASMR media use. Resea ch ques ion
wo is, "Wha kind o emo ional e ec s om he ASMR expe iences ha e on he psychosocial
wellbeing o s uden s in Finland?". The objec i e is o explo e and ace he e ec s o ASMR
exposu e on a a ie y o media esponses. These esponses on how o enhance psychosocial
wellbeing o uni e si y s uden s in Finland. The condi ional, h ee ypes o indi ec and ansac ional
e ec s a e ep esen ed by A, B1, B2, B3, and C.
3.2 In he di ec ion o posi i e media psychology
Posi i e psychology e e s o a sub ield o psychology ha inspec s how indi iduals
accomplish sa is ying li es. A key a iable in his sub ield is well-being, which is
concep ualized as a mul i-dimensional concep ha includes happiness and eudaimonic
(i.e., meaning ul) expe iences (Bonus e al., 2018, 2). Al hough psychologis s ha e
Disposi ional
De elopmen al
Social
Media
Use
Phenomenological
Expe ience
Wellbeing
P osi i e Emo ion
E ngagemen
R ela ionship
M eaning
A ccomplishmen
Response
S a es
Cogni i e
Emo ional
Exci a i e
Media E ec s
Pe cei ed
Emo ional
Expe ience
Pe cei ed
Media ed
Expe ience
ASMR
wi h
YouTube
(A) Condi ional E ec s:
P edic o s
RQ2
RQ1
B3
B2
B1
C: T ansac ional E ec s
Mode a o s

11
in es iga ed p edic o s o well-being o decades (Ryan & Deci. 2001, 142),
communica ion esea che s ha e only ecen ly ocused a en ion on he po en ial o media
con ibu ing o well-being (Riege , Reinecke, F ischlich, & Ben e., 2014, 17). Fo example,
Wellbeing (PERMA) heo y was implemen ed o iden i y he s eng hs in exis ing games
ha gene a e posi i e a ec and social unc ioning, con ibu ing o and suppo ing well-
being w i en by Jones, Scholes, Johnson, Ka siki is, & Ca as (2014). On he o he hand,
some esea che s s a ed o u ilize DSMM in he posi i e media e ec s, such as Look on
he b igh side (o media e ec s): Pokémon Go as a ca alys o posi i e li e expe iences
ha was published by Bonus, Peebles, Ma es, & Sa mien o (2018). The e o e, he cu en
p ojec ex ends his de eloping line o esea ch, ocusing on wellbeing as an ou come o
media consump ion o ASMR ideo ( a he han ideo games). In he ollowing sec ions,
he concep ual amewo k will be illumina ed his po en ial: Valkenbu g and Pe e 's (2013)
DSMM and PERMA wi h wellbeing heo y.
3.3 Media E ec : Di e en ial Suscep ibili y o Media E ec s Model (DSMM)
Di e en ial Suscep ibili y o Media E ec s Model (DSMM, 2013) is an in eg a i e model o
imp o e ou unde s anding he oles o , and ela ionships be ween, media (e.g., media
use, media p ocessing) and nonmedia (e.g., indi idual-di e ence a iables, social con ex )
a iables in media-e ec s heo ies (Valkenbu g & Pe e , 2013, 222). I ocuses on mic o-
le el media e ec s and obse a ions o he indi idual media use (Valkenbu g & Pe e ,
2013, 221-222). The DSMM builds upon om ea lie indi idual-le el o some ecen well-
ci ed media e ec s heo ies, such as social cogni i e heo y, Bandu a, 1986; he limi ed
capaci y model, Fisch, 2000; Lang, 2000; ein o cing spi al model, Sla e , 2007. This
model can explain heo e ically how and why some indi iduals a e mo e suscep ible o
media e ec s han o he s unde ce ain condi ions (Valkenbu g & Pe e , 2013, 221;
Pio owski & Valkenbu g, 2015, 1780). Thus, he bene i o he DSMM app oach o
unde s anding media e ec s is ha i p o ides a amewo k o imp o e he
concep ualiza ion o he oles and ela ionships be ween media and non-media a iables
o media e ec s. The bene i s o concep ual cohe ence lead me o choose his model as
pa o a concep ual amewo k in he cu en s udy (Valkenbu g & Pe e , 2013, 222).
The ypes o media e ec s add essed by DSMM include (A) condi ional e ec s, (B) indi ec
e ec s, and (C) ansac ional e ec . The e a e ou componen s in he DSMM: media use,
indi idual/di e en ial suscep ibili y a iables, esponse s a es, and media e ec s
(Land um, Olshansky, & Richa ds., 2019, 3). Acco ding o he amewo k o he DSMM,
12
media use is e e ed o he in ended use o media ypes, con en (e.g., en e ainmen ,
ad e ising), and echnologies (Valkenbu g & Pe e , 2013, 222) and also includes a a ie y
o ac o s such as media con en exposu e, media channels selec ion, and equency and
leng h o media use. Di e en ial suscep ibili y a iables p edic media use (Land um e al.,
2019, 4). In he cu en s udy, howe e , sel -selec ed ASMR ideo clips a e used and
iewed by pa icipan s and hen y o ind he in e ac ion be ween he ASMR ideo clips
and he di e en ial suscep ibili y a iables on he esponse s a es o pa icipan s and
subsequen media e ec s.
The media e ec s a e e e ed o as he delibe a i e and non-delibe a i e sho - and long-
e m wi hin-pe son changes in cogni ions, emo ions, a i udes, belie s, physiology, and
beha io ha esul om media use (Valkenbu g & Pe e , 2013, 222). In he con ex o
posi i e media e ec s, he DSMM sugges s h ee essen ial asks: 1) examine he ac o s
ha p edic exposu e o posi i e media con en ; 2) examine how emo ional, cogni i e,
physiological, and social esponses ela e o well-being, and 3) examine how hese media
esponse s a es a e in luenced by di e en ial suscep ibili y ac o s (Bonus e al., 2018, 3).
Pa o he newness o he cu en s udy lies in explo ing all h ee asks simul aneously and
he co esponding esea ch objec i es: he ac o s ha p edic ASMR, posi i e esponses
o ASMR, he ac o s ha mode a e esponses, and he associa ions be ween esponse
s a es and well-being. The o he newness lies in ocus on how ASMR, which a o ds a
a ie y o ways o posi i e ou comes no a ailable in o he media.
(A) Condi ional e ec s (media exposu e → media esponses)
Condi ional e ec s in ol e indi idual o social a iables ha mode a e he di ec ion o
s eng h o a media e ec so ha hese a iables de e mine who is suscep ible o e ec s
ela ed o media use (Hous on, Spialek, & Fi s ., 2018, 7). The indi idual o social
a iables a e he cha ac e is ics o he indi idual, en i onmen s, o si ua ions ha in luence
he na u e o media e ec s. In addi ion o ac ing as mode a o s, hese indi idual and social
a iables can also unc ion as p edic o s o media use (Hous on e al., 2018, 7).
Valkenbu g and Pe e (2013b) ha e ex ended he di e en ial suscep ibili y p o o ype o
ocus speci ically on suscep ibili y o media e ec s. They sugges ha indi idual
di e ences can be g ouped in o h ee ypes o suscep ibili y: disposi ional (P1),
de elopmen al (P2), and social suscep ibili y (P3) (Pio owski & Valkenbu g, 2015, 1779).
13
Disposi ional suscep ibili y (P1) is de ined as all pe son-based cha ac e is ics ha may
enhance hei suscep ibili y o media e ec ; including gene ics, gende , empe amen ,
pe sonali y, cogni ion, alues, a i udes, belie s, mo i a ions, and moods (Beyens,
Valkenbu g, & Pio owski, 2018, 3; Valkenbu g & Pe e , 2013b, 226). Mos disposi ional
a iables iden i ied in he DSMM, including gende , pe sonali y/ empe amen , cogni ion
(e.g., sc ip s; and schema a), a i udes, mo i a ions, iden i y, and moods (e.g., sadness,
happiness) ha e been shown o p edispose media use (Valkenbu g & Pe e , 2013b, 232).
The pe sonali y/ empe amen includes neu o icism, ai agg ession, need o a ec , need
o cogni ion, sensa ion seeking, and cogni ion encompasses sc ip s (i.e., a p e-exis ing
knowledge s uc u e in ol ing e en sequences) and schema a (i.e., a p e-exis ing
knowledge s uc u e in memo y.).
De elopmen al suscep ibili y (P2) is de ined as he selec i e use o and esponsi eness
o media due o cogni i e, emo ional, and social de elopmen . In gene al, indi iduals
p e e media con en ha is only mode a ely disc epan om hei age- ela ed
comp ehension schema a and emo ional expe iences (Valkenbu g & Pe e , 2013b, 233).
I s in luence is he s onges in childhood and ea ly adul hood and becomes smalle in
middle and olde adul hood (Valkenbu g & Pe e , 2013b, 227).
Social suscep ibili y (P3) is de ined as all social-con ex ac o s ha may enhance o
educe media e ec s, such as pa en ing s yle, media-speci ic pa en ing, o pee p essu e
(Beyens e al., 2018, 4). These social con ex s can ac on a mic o (e.g., amily, iends,
pee s), meso (e.g., school, chu ch, wo k), and mac o-le el (e.g., cul u al no ms and
alues) (Valkenbu g & Pe e , 2013b, 227). Media e ec s a e enhanced i he messages
assemble wi h he alues, no ms, and opinions in he social en i onmen /con ex o he
media use . On he o he hand, media use s can ei he change hei cogni ions abou he
media message o hei cogni ions abou hei social en i onmen (Valkenbu g & Pe e ,
2013b, 234-235). Social con ex s can also mode a e media esponse s a es du ing sha ed
media use because media use s a e e y sensi i e o o he s' a i udes, moods, and
emo ional eac ions. Thei own cogni i e, emo ional, and exci a i e esponse s a es can be
in ensi ied o dampened du ing sha ed media use (Valkenbu g & Pe e , 2013b, 234).
Impo an ly, he DSMM in e p e s p edic o s o media use no jus as mo i a ions, bu also
as mode a o s o he ela ionship be ween media use and esponses. In o he wo ds,
di e en a i udes and expe iences ha mo i a e people o use pa icula ypes o media
migh also modi y he expe iences ha esul om ha use (Bonus e al., 2018, 8).
14
The e o e, hese indi idual and social cha ac e is ics a e likely o be media e ec s
mode a o s and media use p edic o s (Hous on e al., 2018, 7).
(B) Indi ec e ec s
The second o m o media e ec s includes indi ec e ec s add essed by h ee ypes o
media e ec media o s (B1, B2, & B3). The i s g oup o media o s in ol es si ua ions
whe e media use (B1) unc ions as he media o s be ween an indi idual o social a iable
and ou comes o media use (Hous on e al., 2018, 7). Fo example, eenage s high in
sensa ion seeking a e p edisposed o use iolen media, which in u n will ein o ce hei
agg essi e beha io (Valkenbu g & Pe e , 2013b, 223). The second o m o po en ial
media o s in DSMM includes media esponse s a es. Fo example, exposu e o an
a ousing news i em may s imula e iewe s' a en ion and physiological a ousal, which in
u n s imula es hei ecall o memo y o a i udes owa d he news issue (Valkenbu g &
Pe e , 2013b, 223-224). Media esponse s a es include ha occu du ing o jus a e
exposu e o media: cogni i e (i.e., he a en ion o and p ocessing o pa icula media
con en ), emo ional (i.e., a ec i e eac ions, such as ea and joy while o a e wa ching o
playing), and exci a i e (i.e., physiological a ousal while o jus a e wa ching o playing)
esponse s a es ha may, in u n, media e o he e ec s (Beyens e al., 2018, 2; Hous on e
al., 2018, 7). The DSMM posi s ha media e ec s a e indi ec ly media ed by media
esponse s a es o he media use ha is o igina ed om media use (Pio owski &
Valkenbu g, 2015, 1780-1781).
The cogni i e esponse s a e (R1) e e s o media use s selec i ely a end o and in es
cogni i e e o o unde s and media con en , which is ope a ionalized he e as sel - epo ed
concen a ion as well as physiological hea a e. Concep s like cogni i e abso p ion,
eali y pe cep ion, he cogni i e dimensions o empa hy, and coun e a guing also ep esen
cogni i e esponse s a es (Fikke s & Pio owski, 2019, 3; Valkenbu g & Pe e , 2013b,
228).
Emo ional esponse s a es (R2) a e concep ualized as all a ec i e eac ions o media
con en (i.e., he message, he s o yline, and he ica ious a ec i e eac ions o
cha ac e s). The emo ional dimension o s a e empa hy (i.e., he expe ience o emo ions
ha a e simila o hose expe ienced by media cha ac e s) and sympa hy a e also seen as
emo ional esponse s a es; and ope a ionalized as posi i e and nega i e sel - epo ed
emo ions (Fikke s e al., 2019, 3; Valkenbu g & Pe e , 2013b, 228).
15
Exci a i e esponse s a es (R3) e lec he deg ee o physiological a ousal in esponse o
media con en , which ope a ionalizes as sel - epo ed and physiological a ousal (Fikke s e
al., 2019, 3; Pio owski & Valkenbu g, 2015, 1780-1781). Fo example, ASMR is an
a ousing (bu no sexual) expe ience, and ASMR ideos ha e conso ed wi h boos ed
exci ing sensa ion and skin conduc ance le els (an indica o o physiological a ousal)
(Poe io, Blakey, Hos le , & Vel i., 2018, 14). Each o hese esponse s a es is expec ed o
change in esponse o di e en media.
The mixing console analogy
The cogni i e, emo ional, and exci a i e esponse s a es may phenomenologically be
dis inc , bu hey could be he same on ologically. In he DSMM, i is use ul o in es iga e
cogni i e, emo ional, and exci a i e esponse s a es as sepa a e uni s because mos
indi iduals do expe ience hough s, eelings, and a ousal as sepa a e, and hese esponse
s a es should be s udied simul aneously and in e ac i ely (Valkenbu g & Pe e , 2013b,
229). The mixing console is used as an analogy in o de o unde s and he mu ual
inclusi eness o h ee media esponse s a es. Imagine a mixing console consis ing o
h ee slide s, which ep esen he cogni i e, emo ional, and exci a i e esponse s a es
(Valkenbu g & Pe e , 2013b, 229). Acco ding o he DSMM, in some media use si ua ions,
all h ee slide s can be high. A simila in ensi y o engagemen may occu when people
play a highly in ol ing compu e game, such as a i s -pe son shoo e (Valkenbu g &
Pe e , 2013b, 229). In o he media use si ua ions, he cogni i e and emo ional slide s may
be pa icula ly high, and he exci a i e slide ela i ely low. Fo example, when one
wa ches sad media con en , which gene ally leads o less a ousal han iolen con en
(Valkenbu g & Pe e , 2013b, 229). Some heo ies a gue ha media e ec s can occu
when he cogni i e slide o he mixing console is low o when all slide s o he mixing
console a e low, a s a e which implies an au oma ic o unconscious media esponse s a e
(Valkenbu g & Pe e , 2013b, 230).
The inal ype o indi ec e ec in ol es i s -o de media e ec s (B3) as a media o o
o he second-o de media e ec s (Hous on e al., 2018, 7). Fo example, adolescen s' use
o social media can enhance hei sel -disclosu e o iends, which in u n in luences hei
pe cei ed quali y o hese iendships (Valkenbu g & Pe e , 2009, 79). Likewise,
in o ma ional media use enhances in e pe sonal discussion, which in u n, ein o ces
pa icipa o y beha io (Valkenbu g & Pe e , 2013b, 224).

16
(c) T ansac ional e ec s
The inal o m o media e ec includes ansac ional media e ec s (C), o media e ec s
ha in luence media use (Hous on e al., 2018, 8). The DSMM ex ends hese ea lie
models in wo ways. Fi s , i p oposes ha media ou comes in luence media esponse
s a es. Second, i s a es ha media ou comes a ec he di e en ial-suscep ibili y a iables,
and hus media e ec s ha e a ecip ocal causal e ec on media p ocessing, media use,
and he di e en ial suscep ibili y a iables (Valkenbu g & Pe e , 2013b, 235). The media
e ec s d i e media use, which may con inue so ha mo e media use con inues o
s eng hen e ec s, and his ansac ional in e ac ion can con inue in a ein o cing and
spi aling p ocess as indica ed by he bo om lines in Figu e 2 (Hous on e al., 2018, 8). As
an example, exposu e o disas e media migh inc ease le els o anxie y, and anxie y
migh , in u n, mo i a e indi iduals o seek ou mo e in o ma ion om addi ional media
co e age o soo he ha anxie y (Hous on e al., 2018, 8).
Guided by DSMM, he cu en s udy is conduc ed by se e al in-dep h in e iews oge he
wi h in e p e a i e phenomenological analysis o explo e and summa ize exis ing
knowledge in e ms o ASMR media (a) use p edic o s, (b) e ec s mode a o s, (c) e ec s
media o s ( esponse s a es, media use, media e ec s) (d) ansac ional e ec s, and (e)
di ec e ec s.
3.4 PERMA model (Wellbeing Theo y)
The e a e wo esea ch adi ions: hedonic and eudemonic pe spec i es wi hin he
psychological li e a u e (Hu a & Wa e man, 2014, 1427). The i s one (hedonic) o en
synonymous wi h subjec i e wellbeing, e e s o someone pe cei ed expe ience o
pleasu e o happiness (Umucu, Wu, Sanchez, B ooks, Chiu, Tu, & Chan., 2019, 1) and
concep ualizes wellbeing in espec o he p esence o posi i e and he exclusion o
nega i e a ec , oge he wi h high li e sa is ac ion le els as a cogni i e componen (Diene ,
Suh, Lucas, & Smi h., 1999, 294). The eudaimonic esea ch adi ion, o psychological
wellbeing, e e s o he belie ha wellbeing is composed o he ul illmen o someone's
ue na u e (Umucu e al., 2019, 1) and p oposes a mo e complex iew on wellbeing ha
concep ualizes well-being in connec ion wi h pe sonal g ow h, and he in insic needs and
he meaning ul li e expe iences (Hu a & Wa e man, 2014, 1441).
17
The cu en ocus o medical psychology on pa hology has limi a ions as a psychological
ea men app oach because he " ix-wha ' s-w ong" app oach gi es an incomple e pic u e
o he human po en ial o imp o e hemsel es (Umucu e al., 2019, 2). In mode n
psychology, he examina ion on well-being and i s p edic o s has been seen as a e i al
since he posi i e psychology mo emen has begun o a emp shi ing he adi ional ocus
o (clinical) psychological esea ch away om pa hology and s i ed o a s onge
emphasis on ac o s such as happiness and posi i e expe iences (Seligman &
Csikszen mihalyi, 2000, 6). T adi ionally, media e ec s esea ch has been domina ed by a
hedonic pe spec i e on wellbeing and been ea ed media as a oo o mood enhancemen
(Zillmann, 1988, 331). Some esea ch has ecen ly begun o ocus on he media use and
i s e ec s on eudaimonic wellbeing, o example, by b inging up psychological g ow h ia
"meaning ul en e ainmen " (Oli e & Ba sch, 2011, 30). As such, Seligman's Wellbeing
Theo y in eg a es he hedonic and eudaimonic iews o wellbeing and p oposes ha
op imal wellbeing occu s when hese wo componen s o wellbeing a e p esen wi hin an
indi idual a he same ime (Umucu e al., 2019, 2). Mo eo e , i allows o he
measu emen o each elemen using bo h objec i e and subjec i e app oaches (Fo gea d,
Jayawick eme, Ke n, & Seligman., 2011, 97) and he PERMA-P o ile is now p o ed as a
mul idimensional scale wi h excellen eliabili y and accep able le els o con e gen ,
di e gen , and c i e ion- ela ed alidi y (Umucu e al., 2019, 1). Thus, he PERMA model is
chosen o u ilize in he cu en s udy.
Acco ding o Seligman's o iginal Au hen ic Happiness heo y (2002), he posi ed ha
happiness could be de ined in e ms o h ee domains: posi i e emo ion, engagemen , and
meaning (Tansey e al., 2018, 132). La e in 2011, he e ised his heo y o include wo
addi ional ac o s: ela ionships and accomplishmen . Finally, his e ised heo y called he
PERMA Model consis s o i e co e elemen s: Posi i e Emo ion (E1), Engagemen (E2),
Rela ionships (E3), Meaning (E4), and Accomplishmen (E5) (Tansey e al., 2018, 132).
He concluded ha he wellbeing heo y aims o enhance lou ishing by encou aging i e
pa hways o co e elemen s (Hidaya e al., 2018, 149).
3.4.1 Posi i e emo ion and p e ious esea ch on ASMR
Posi i e emo ion is he eeling o happiness, joy, chee , and he many o he desc ip o s o
good eelings (Jones e al., 2014, 2). A good le el-app op ia ed emo ion could include
eelings o deep pleasu e (Hidaya e al., 2018, 149-150). I can enhance a en ion, help o
gene a e c ea i e and lexible ideas, and b oaden he sel -concep o include o he s mo e
18
eadily (Kok, Ca alino, & F ed ickson., 2008, 5). Mo eo e , i also was associa ed wi h
g ea e sel - egula ion (Tice, Baumeis e , Shmueli, & Mu a en., 2007, 383), ask
pe sis ence, and goal adop ion (Fishbach & Lab oo., 2007, 169). In o he wo ds, college
s uden s' eelings o s ong posi i e emo ions a e mo e likely o abso b deepe in lea ning,
and he s uden s will esul in be e academic achie emen (Hidaya e al., 2018, 150).
Rising he public acknowledgmen o ASMR media sugges s ha people a e upsu ge
using ASMR ideos as he apeu ic ools, including sleep and mood diso de s (Poe io e
al., 2018, 3). ASMR could be used o p o iding empo a y elie o indi iduals wi h
dep ession, s ess, and ch onic pain (Ba a & Da is, 2015, 1). The p e ious indings had
shown ha i y pe cen o pa icipan s said hei mood imp o ed e en in sessions when no
ingling sensa ion was p oduced, and 30 pe cen said ha achie ing his sensa ion was
i al o mood imp o emen (Ba a & Da is, 2015, 8). The ou comes o his esea ch
sugges ha ASMR can gi e empo a y alle ia ion in he mood o hose su e ing om
dep ession, in company wi h many people consciously u ilizing i o his in en ion (Ba a
& Da is, 2015, 11). Besides, six y-nine pe cen o hose who sco ed mode a e o se e e
on he Beck Dep ession In en o y (BDI) claimed using ASMR o elie e hei dep essi e
symp oms (Ba a & Da is, 2015, 8) and sugges ed mo e ele a ing e ec o using ASMR
han hose wi hou dep ession (Ba a & Da is, 2015, 11).
In 2018, a la ge-scale online expe imen was u he conduc ed whe e pa icipan s iewed
a se o h ee ideos (ASMR and con ol) and hen epo ed hei ingles and a ec i e
esponse (Poe io e al., 2018, 3). The pa icipan s wa ched bo h spoken and sound-only
ideos. Fo example, a spoken-only ideo was a hai cu play-ac ing and included igge s
o whispe ing, nuanced mo emen s o he hand, and close-up pe sonal a en ion. A sound-
only ideo, o example, was a snapsho o hands olded a piece o pape , which included
igge s o he epe i i e and slow hand mo emen s and sc a ching sounds (Poe io e al.,
2018, 4). A e wa ching bo h ypes o ASMR ideos, ASMR pa icipan s compa ed o non-
ASMR pa icipan s el signi ican ly mo e exci ed, calme , and less s essed (Poe io e al.,
2018, 8) and we e consis en wi h he esul s in p e ious Ba a & Da is (2015) esea ch.
To sum up, lis ening o an ASMR ideo wi h inaudible o unin elligible whispe ing likewise
o ces he lis ene o ocus and concen a e on he sound and oice i sel , educing
ex aneous imp essions om he su oundings and achie ing o elaxa ion pu poses
(Klausen, 2019, 94).
19
3.4.2 Engagemen and p e ious esea ch on ASMR Flow-like Men al S a e
Engagemen e e s o he connec ion one eels o he ac i i ies one is doing as well as
eelings o being abso bed in and ocuses on hose ac i i ies (Seligman, 2011, 11). An
ac i i y wi h a high le el o engagemen in an ac i i y is also e e ed o as " low"
(Csikszen mihalyi, 1990), o he o e all eeling o being "in he zone" (Tansey e al., 2018,
132).
Ba a & Da is (2015) p oposed ha ASMR is a " low-like" phenomenon ob ained by
iewing he simila s a e o in ense ocus pe o med by o he s and diminished awa eness
o he passage o ime (Ba a & Da is, 2015, 12). Anecdo al epo s o ASMR illus a e a
s a e o ocus, o mo e subs an ial "p esence" and elaxa ion, which is simila o he non-
ac i e aspec s o low (Ba a & Da is, 2015, 3). This passi e ea u e is no ably esonan
wi h ASMR, along wi h bo h s a es encompassing he sensa ion o deep elaxa ion and
well-being, e en i he passi e ea u e o low is ask-di ec ed, whe eas ASMR seems o
in ol e en i e passi i y om he pe son (Ba a , Spence, & Da is., 2017, 2). The schola
u ilized a modi ied e sion o he Flow S a e Scale (Jackson & Ma sh, 1996, 1), which aps
in o he passi e aspec s o low. The indings showed ha pa icipan s wi h g ea e
suscep ibili y o low had been ound o epo a highe numbe o ASMR igge s,
highligh ing a link be ween he wo phenomena (Ba a & Da is, 2015, 12). I sugges s
ha low may be necessa y o achie e sensa ions associa ed wi h ASMR (Ba a & Da is,
2015, 1). In iguingly, some o he mos popula ASMR igge s, such as some specialis s
hand mo emen s, in immensely ocused s a es (e.g., ca ying ou medical exams) o
engaged in epe i i e asks (e.g., olding owels), a e ypical examples o being in a s a e o
low (McE lean & Banissy, 2017, 610). ASMR is induced by ob aining a low-like s a e,
which is acili a ed by obse ing o he s pa ly in such a s a e. The ans e ence o s a e
om pe o me s o he audience has been examined in s udies pu suing he ole o mi o
neu ons (Ba a & Da is, 2015, 12). Besides, pa icipan s p e e con en ha is happy,
in i ing, elaxed, and lacks dange , sugges s ha popula ASMR ideos cen e ing a ound
he manipula ion o objec s may induce an e o less, low-like eel o con en ha is
conduci e o ASMR induc ion (Ba a e al., 2017, 9, 11).
26
' isual,’ 'audi o y,' and ' isual + audi o y' channels (Kim e al., 2019, 226). Fo y- i e
pa icipan s who we e andomly assigned o each o h ee senso y channel condi ions ook
pa in he expe imen s, which consis ed o h ee sessions: aining session, nega i e
a ec session, and ASMR session (Kim e al., 2019, 227). Th ough h ee sessions, each o
he pa icipan s pe cei ed nega i e a ec and ASMR con en s using he assigned senso y
channel and hen conduc ed sho - e m memo y es s, espec i ely. The expe imen al
esul s showed ha he di e ence in sho - e m memo y es sco es be ween nega i e
a ec and ASMR con en s is s a is ically signi ican only o he 'audi o y' channel (Kim e
al., 2019, 229). I means ha he posi i e e ec s o ASMR con en s on sho - e m memo y
a e signi ican only h ough he 'audi o y' channel, so i would be ecommended o use
ASMR sounds o inc easing sho - e m memo y pe o mance (Kim e al., 2019, 230).
4.3.2 ASMR combined wi h Binau al Bea Inducing o Sleep
Sleep is essen ial o main ain physical and cogni i e unc ions in e e yday li e, bu sleep
diso de s a e on he ise (Song & Lee, 2019, 1). This p oblem could be be e sol ed by
inducing sleep employing an audi o y s imulus o imp o e he quali y o sleep han o he
me hods; such as ansc anial di ec cu en s imula ion, ansc anial magne ic s imula ion,
and pha macological app oaches (Song & Lee, 2019, 2).
Two almos equi alen pu e ones o acous ic bea s could ha e lis ened in each ea
simul aneously, and a binau al bea is gene a ed, which induces b ain signals a a speci ic
desi ed equency (Song & Lee, 2019, 2). The binau al bea canno be measu ed di ec ly
bu can be pe cei ed by us because he b ain is he o igin o he bea , and i is obse ed
as an audi o y illusion (Ji aki ayako n & Wongsawa , 2018, 1; Pe ez, Dumas, & Lehmann.,
2019, 4). Ne e heless, he unna u al and epe i i e sound o he binau al bea could make
people eel uncom o able (C espo, Recue o, Gal ez, & Begoña., 2013, 527), and hus,
his audi o y s imulus is discom o o use s o induce sleep. To o e come he
disad an age o he binau al bea , he pe cep ual phenomenon ASMR can be exploi ed o
igge he calmness and elaxa ion eelings ha a e u ilized by many people o elax hei
nega i e moods o esul in sleep (Ba a e al., 2017, 1) and he ASMR igge s we e
p esen ed om na u al sound as he senso y s imuli (Song & Lee, 2019, 3).
The esea che p oposed a no el audi o y s imulus o inducing sleep ha he binau al
bea was combined wi h andomized na u al sounds (e.g., ain, sea wa es, wa e all,
o es , and i e ) o en ain b ainwa es wi h ASMR because some ASMR igge s (e.g.,

27
whispe ing, apping, and c isp sounds) can induce a ingling sensa ion (Ba a & Da is,
2015, 6; Song & Lee, 2019, 3). Speci ically, a 6 Hz binau al bea was u ilized because his
equency a which b ain ac i i y is en ained du ing non- apid eye mo emen (NREM) in
sleep s age 1 (Song & Lee, 2019, 2-3). The bes b ainwa e equencies a e s udied as i e
bands: (1) del a (0.5-4 Hz) a e associa ed wi h deep sleep; (2) he a (4-8 Hz) a e
associa ed wi h ligh sleep, c ea i i y, and insigh ; (3) alpha (8-13 Hz) e lec a calm and
peace ul ye ale s a e; (4) be a (13-21 Hz) a e associa ed wi h hinking, ocusing s a e; (5)
high be a (20-32 Hz) a e associa ed wi h in ensi y o anxie y (Huang & Cha y on, 2008,
39). P io s udies sugges ed ha he ansi ion om wake ulness o sleep is no ed by he
ele a ion o he a wa e ac i i y in he midline egion o he b ain (W igh , Badia, &
Wauquie ., 1995, 888; Ma zano, Mo oni, Go goni, Nobili, Fe a a, & De Genna o., 2013,
1). Thus, he esea ch sugges ed ha he change in he midline egion o he b ain should
be no ed o sleep induc ion (Song & Lee, 2019, 3).
The e we e wo sessions o his expe imen . In session 1, wo audi o y s imuli ( he 6 Hz
binau al bea and ASMR igge s) we e combined a h ee-decibel a ios o iden i y he
op imal a io and he combined s imuli (CS) a ios we e shown as ollows: (i) CS1- binau al
bea s: ASMR igge s = 45:60; (ii) CS2 - binau al bea s: ASMR igge s = 30:60; and (iii)
CS3 - binau al bea s: ASMR igge s = 20:60 (Song & Lee, 2019, 3). The aim o he
session 1 was ocused on whe he he a powe happens in each o he h ee CS
condi ions wi h di e en decibel a es. In session 2, he ou comes o hese CS we e
compa ed wi h an only ASMR igge , only binau al bea , o a sham condi ion (i.e.,
monau al bea s: a silen s imulus was used wi h ea phones in each ea ). The objec i e o
his session in es iga ed sleep induc ion and he con inuous e ec s o audi o y s imuli
(Song & Lee, 2019, 4). In bo h sessions, he changes o audi o y s imuli in i e equency
bands we e analyzed as he spec al elemen s o he elec oencephalog aphy (EEG)
signals (Ji aki ayako n & Wongsawa , 2018, 2). A pai ed - es was hen u ilized o analyze
u he which equency was induced a e lis ening o each audi o y s imulus (Song & Lee,
2019, 5).
The esul s we e shown as below: In session 1, he indings showed ha he a io o
binau al bea and ASMR igge a 30:60 dB (CS2) was he mos e ec i e combina ions o
induce bo h he he a powe and psychological s abili y (Song & Lee, 2019, 5). In session
2, he combined s imulus s ill p ese ed he bene i s o he binau al bea and se led i s
weakness wi h he ASMR igge s, including psychological sel - epo s (Song & Lee, 2019,
28
6). The powe o he he a powe inc eased sha ply in he midline b ain egion associa ed
wi h ansi ion in o sleep, especially a e lis ening o CS2. The esea che s supposed ha
he escala ion o he a powe a e CS2 in he midline egion could induce sleep (Song &
Lee, 2019, 11).
Possible explana ions and illus a ions
Sleep and wake ulness a e con olled by ascending a ousal sleep-p omo ing and he
wake-p omo ing sys ems ha a e inhibi ed by each o he , and hese changes o di e en
neu al oscilla ions a e obse ed h ough EEG signals (Ji aki ayako n & Wongsawa , 2018,
2). When he binau al bea s ge in o he p ima y audi o y co ex, he ne e impulses a e
ansmi ed di ec ly o he ele an audi o y a eas and o he associa ed a eas. The a i al
impulse hen induces he b ain o esona e a a a e o he expec ed equency o binau al
bea s which can be measu ed by EEG hy hms and he phenomenon is called en ainmen
o neu al oscilla ion (Ji aki ayako n & Wongsawa , 2018, 2; Wahbeh, Calab ese, Zwickey,
& Zajdel., 2007, 200). Accu a ely, hese signals en e he halamus, whe e audio senso y
in o ma ion is p ocessed h ough he senso y neu al pa hway (Tang, Vi iello, Pe lis, Mao,
& Riegel., 2014, 3). E en ually, he audi o y signals in he halamus may a ec he sleep-
p omo ing sys em. As such, binau al bea s can egula e he sleep cycle simila o hei
usage o he modula ion o beha io al s a es by en ainmen e ec s (Ji aki ayako n &
Wongsawa , 2018, 3; Pe ez e al., 2019, 13). Rega ding his mechanism, CS could
po en ially induce sleep while keeping 6 Hz he a wa es, which is he ea u e o NREM in
sleep s age 1 (Song & Lee, 2019, 12).
Finally, he indings indica ed ha he p oposed audi o y s imulus could induce sleep while
keeping he use in a psychologically elaxed s a e a he same ime. This echnology
p o ides a signi ican oppo uni y o de elop a no el me hod o inc easing he quali y o
sleep (Song & Lee, 2019, 13).
4.3.3 The linkage be ween ASMR & Mind ulness Medi a ion
Many people sel - epo ed ha ASMR is igge ed when ocusing on he ex e nal igge s,
which esembles mind ulness p ac ice (F edbo g, Cla k & Smi h., 2018, 2). The
esea che s unde wen su ey esea ch o in es iga e he link be ween ASMR and
mind ulness. Mind ulness can be concep ualized as a ai and as a s a e. S a e
mind ulness e e s o an epheme al, om one momen o he nex conscious expe ience
(Tanay & Be ns ein, 2013, 1286), whe eas ai mind ulness is a mo e s able and long-
29
las ing inclina ion o expe ience he wo ld in a mind ul manne (B own & Ryan, 2003, 824).
Two hund ed eigh y- ou people wi h ASMR comple ed he To on o Mind ulness Scale
(TMS), he Mind ul A en ion and Awa eness Scale (MAAS), and a ques ionnai e
examining ASMR expe iences (F edbo g e al., 2018, 2). On he o he hand, he con ols
we e eques ed o wa ch wo ASMR ideos o make su e ha hey did no expe ience
ingling sensa ions conso ed wi h ASMR; and hen hey answe ed he TMS and MAAS
ques ionnai es (F edbo g e al., 2018, 5). The esul s we e shown ha ASMR expe ience s
ha e a highe MAAS ques ionnai e sco e in e ms o ai mind ulness han con ols, and
his sco e di e ences u he implica ed one’s gene al p edisposing o a en ion o and he
awa eness o he p esen momen (B own & Ryan, 2003, 824). Besides, hey also sco ed
highe on he Cu iosi y subscale in e ms o s a e mind ulness measu e in TMS. The
indings u he implica ed he in e es in one’s own inne expe iences we e ele a ed
among he ASMR g oup (Lau e al., 2006, 1447). ASMR emale expe ience s ha e a
highe Cu iosi y sco e han males one and u he sugges ha he cogni i e ounda ions o
ASMR may be di e en be ween he sexes, and ASMR is a cogni i ely ac i e p ocess
(F edbo g e al., 2018, 7). The indings also indica ed ha pe cep ual cu iosi y is a ac o o
ASMR expe iences acco ding o he pa e n o ASMR igge s. The “Touching” and
“Repe i i e Sounds” igge s signi ican ly co ela ed wi h cu iosi y, and bo h ypes o
igge s may in ol e mo e op-down cogni i e in e p e a ion han igge s such as
whispe ing (F edbo g e al., 2018, 10). Lis ening o epe i i e sounds and wa ching people
ouch hings may induce he obse e o c ea e a men al s uc u e o he pe cei ed s imuli.
Indi iduals ha e he mo i a ion o cu iosi y o do so, and hey would be mo e likely o
expe ience ingles (F edbo g e al., 2018, 10 -11).
Conclusion
This chap e has e iewed he li e a u e ha ela es o his s udy and discusses p e ious
esea ch and unde s anding o he subjec a ea. I has discussed he cu en scien i ic
esea ch app oach om psychophysiological o neu oimaging echniques. Mo eo e , he
inal pa o he e iew men ioned he linkage be ween ASMR and mind ulness. The
au ho s u he asked o addi ional esea ch o examine whe he ASMR has a connec ion
o well-being like mind ulness-based ea men p og ams (F edbo g e al., 2018, 11).
Hence, he cu en s udy a emp s o explo e and ill he esea ch gap.
30
5. Resea ch Me hodology
The p e ious chap e s e iewed he li e a u e ela ed o he ASMR phenomenon and
PERMA model conce ning bo h subjec i e sel - epo and mo e objec i e scien i ic (e.g.,
psychophysiological and neu ophysiological) ways o examina ion. The images on he
MRI a e no only a ep esen a ion o eali y, bu hey a e necessa y subjec i ely
in e p e ed by someone ( i s -pe son) who knows how o ead a he han objec i e in he
phenomenological iew (S adlande , 2011, 43). The e o e, phenomenology could gi e
neu oscience an insigh o pinpoin wha s uc u es need o be explained in human
expe ience and wha o seek o (S adlande, 2011, 44). Now, ASMR was iden i ied as he
mul isenso y a ypical phenomenon unde he empi ical s udy. This chap e ou lines he
me hodology ha was employed including he phenomenological app oach o inqui y, he
use o In e p e i e Phenomenological Analysis (IPA) as a me hodology o explo ing
ASMR expe iences o YouTube ideo, by he selec ion o pa icipan s and ASMR ideo
ypes, (in o med consen ) e hical conside a ions, how da a we e collec ed and analyzed
and he quali y and alidi y o he s udy.
5.1 Phenomenological App oach o Inqui y
Phenomenology is he s udy o human li ed expe ience and s uc u es o consciousness
pe cei ed om he i s -pe son pe spec i e (Langd idge, 2007,10). Me leau-Pon y
men ioned ha he li ed body as he uni y o he mind-body-wo ld sys em and is always
di ec ed owa ds he wo ld ou side i sel (o he ness) unde a cons an low (Bulling on,
2013, 25-26). The concep o he li ed body main ains he eali y o he psychosocial
domain o exis ence bu also in oduces he meaning-cons i u ion ideas a he le el o he
body (Bulling on, 2013, 91-92). The pa icula ways o being-in- he-wo ld (li ed body) a e
amed by di e en uni e sal ace s o human exis ence, such as embodimen , sociali y,
spa iali y, sel hood, empo ali y, and li e p ojec s (Boden, La kin, & Iye ., 2019, 3).
Phenomenological esea ch is an in-dep h in es iga ion o li ed expe iences o disclose
he meaning o people (Bliss, 2016, 14). In e ms o phenomenology, li ed expe ience is
de ined as ou encoun e s wi h e e y hing and places us in- ela ion- o e en s, objec s, and
o he s wi hin ou li ewo ld. As such, he expe ience is bo h ace s o pe spec i al
(embodied and si ua ed) and ela ional (Boden e al., 2019, 2). In he expe ience o ASMR,
ASMR expe ience s pe cei ed bo h emo ional (e.g., pleasan & ingling sensa ion) and
echnological media ed (e.g., social audio-g ooming, men al low-like s a e & dis an
in imacy) expe iences. The cu en s udy used he phenomenological app oach o explo e
31
and ind he meaning o bo h ypes o ASMR expe iences. O he di e en
phenomenological app oaches, IPA has been chosen o his explo a ion o ASMR li ed
expe ience in he ela ion o psychosocial wellbeing wi h o he s in he en i onmen , an
unde explo ed a ea o esea ch in he published li e a u e.
5.2 In e p e a i e Phenomenological Analysis (IPA)
IPA was de eloped by Johna han Smi h and his colleagues and has become a popula
me hodology o phenomenological analysis. I ocuses on he indi idual human
expe iences and insigh s o unde s and he subjec i e wo ld o people unde conside a ion
o he sociocul u al con ex (La kin, Wa s, & Cli on., 2006, 107). In his s udy, IPA was
u ilized as he op imal way o examine and cap u e a complica ed and challenging
phenomenon (P iyada shini, Dubey, Kuma , & Jha., 2020, 184) and enabled he
esea che o un eil he indi iduals’ li ed expe iences (Dowling & Cooney, 2012, 14). Now,
he e is s ill no phenomenological s udies in he dimension o ASMR conce ning
psychosocial wellbeing. The cu en s udy s i es o gain insigh in o pa icipan s’ li ed
expe iences, and he li ed expe ience is usually unde he subconscious men al s a e. The
sca ci y o he concep ual amewo k in he ASMR- ela ed li e a u e, especially in he
aspec s o wellbeing, indica es he necessi y o quali a i e s udy. O all he quali a i e
me hodologies, IPA is chosen because i is he bes way o cons ue and deduce he li ed
expe iences o he pa icipan s (e.g., ASMR expe iences). As has been shown in he
li e a u e e iew, esea ch in o ASMR has mos ly u ilized quan i a i e s udies bu e y ew
quali a i e s udies. Thus, he p esen s udy explo ed he belie s, li ed expe iences o
embodied and encul u ed, and eelings o ASMR abou wellbeing and disco e ed mo e
meaning ul expe iences ia quali a i e phenomenological inqui ies ha made use o he e-
communica ion me hod. Besides, IPA was conside ed a sui able me hodology o
implemen in esponse o he esea ch ques ions, wi h da a collec ed di ec ly om each o
se e al pa icipan s.

32
5.3 Theo e ical Desc ip ions o IPA
The heo e ical unde pinnings o IPA a e desc ibed as ollowed: (A) Phenomenology:
unco e ing he meanings o pa icipan s ASMR li ed expe iences, such as men al p ocess
wi h ASMR senso y expe ience, eelings, and emo ion; and memo ies abou hei
expe iences wi h he en i onmen and hei in e ac ion wi h o he s (e.g., daily uni e si y
ac i i ies). (B) He meneu ics (F om expe ience o meaning): The pa icipan (s) can make
sense o his/he ASMR expe ience h ough sel -conscious, e lec i e hinking du ing he
p ocess o in-dep h phenomenological inqui y. Then la e , he esea che engages a
double he meneu ic and meaning-making co-cons uc ion ha esea che seeks o make
sense o he pa icipan (s) making sense o wha is happening o hem h ough he
phenomenological analysis o ex in e p e a ion on he ansc ip . (C) Holism (Meaning ul
expe ience): To os e his meaning-making p ocess, esea che s u he implemen he
he meneu ic ci cle ha in ol es an i e a i e p ocess o mo ing be ween he smalle and
la ge uni s o meaning, o be ween he pa s and he whole o he ASMR li ed expe ience.
Making an in insic connec ion be ween each pa and he whole allows he esea che o
ind ou he ela ionship be ween ASMR and he psychosocial wellbeing o pa icipan s'
expe ience in he e en s o he uni e si y. (D) Idiog aphy: ocus on he meaning o
some hing o an ‘indi idual’ because he li ed expe ience is uniquely embodied, si ua ed,
and pe spec i al, and i is also a wo ldly and ela ional phenomenon. The esea ch
me hodology o he cu en s udy and i s a ionale a e illus a ed in Figu e 3.
33
Figu e 3. Diag am o Resea ch Me hodology and a ionale.
The diag am (Figu e 3) shows ha he heo e ical unde pinnings o IPA ha e ou s ages:
Phenomenology (Back o expe ience), he meneu ics (F om expe ience o meaning), holism
(Meaning ul expe ience); and idiog aphy. Adap ed om: Smi h e al., 2009 and Dahe e al., 2017.
In IPA, he esea che endea o s a balance be ween lis ening empa he ically o
pa icipan s’ expe iences and asking in-dep h in e iew ques ions o deepe in e p e a ion.
The e a e no o mal hypo heses de eloped in he cu en explo a o y s udy because IPA
a oids concep ual assump ions and does no es hypo heses (Reid e al., 2005, 20).
(A) Phenomenology:
Phenomenological ASMR
Expe ience
(C) Holism:
Meaning ul expe ience
(Wellbeing)
P osi i e Emo ion
E ngagemen
R ela ionship
M eaning
A ccomplishmen
Pe cei ed
Technologically
Media ed
Expe ience
Pe cei ed
Emo ional
Expe ience
(D) Idiog aphy:
Pe sonal Li ed Expe ience (Mind-Body-Wo ld)
RQ1: How do s uden s expe ience ASMR?
RQ2: Wha kind o emo ional e ec s om he ASMR expe iences ha e on he psychosocial
wellbeing o s uden s in Finland?
(B) He meneu ics:
F om expe ience o meaning
Re lec i e Thinking
(In-dep h in e iew ques ions)
Tex ual In e p e a ion
Meaning Co-Cons uc ion
(in en ionali y)
In e p e a i e Phenomenological Analysis
34
5.4 Pa icipan s
A o al o 3 pa icipan s had a mean age o 26.3 yea s, anging om Bachelo o mas e 's
deg ee. Re lec ing on he sampling a ea, he pa icipan s we e Finnish. Each in e iewee is
anonymous and labeled as A, C, and D. See Table 1 o he cha ac e is ics o indi idual
s udy pa icipan s and hei ASMR usage p o iles.
Table 1. Pa icipan s’ demog aphic and ASMR p o ile
Pa icipan s
A
C
D
Age
26
27
26
Gende
Male
Female
Male
E hnici y
Finnish
Finnish
Finnish
Le el o Educa ion
Mas e 's deg ee
Bachelo 's deg ee
Bachelo 's deg ee
Big Fi e Pe sonali y
Tes Resul (High
Sco e)
 Ag eeableness
 Openness- o-
Expe ience
 Ag eeableness
 Conscien iousness
 Openness- o-
Expe ience
 Ag eeableness
Reason o engagemen
Relaxa ion and help o
all asleep
Help o all asleep
Relaxa ion & eases o
s ess
Viewing habi
ASMR use
 Once a week
 No usually wa ch
bu lis en
 Be o e sleep
 4-5 days pe mon h
 1-2 ASMR ideos in a
single session
 Be o e sleep
 Th ee imes a day
 3-5 ASMR ideos in a
single session
 Be o e sleep
En i onmen al
Condi ions o
achie e ASMR
sensa ions
Peace ul ime & Space
Da k oom & quie place
Da k & silence oom
Tingling Sensa ions
Pe iod
A ew minu es
No su e
A ew o en seconds
In o ma ion on
he ingling
sensa ion
O igina es in head,
shoulde s and
some imes a ms
 S a om he igh
side
 Ea s and a ms
 Bo h sides
 Bo h ea s a e he
same on igge ing
he sensa ion
 Sp ead om uppe
back o o ehead
 The neck is he mos
sensi i e
 Mo e on he igh
side
 Bo h ea s a e he
same on igge ing
he sensa ion
35
As seen in Table 1, pa icipan A is a Finnish male s uden and s udying a mas e ’s deg ee
in Finland. He go high sco es in Ag eeableness and Openness- o-Expe ience pe sonali y
in he BFI es . He usually consumes ASMR ideos once a week and only lis ening h ough
he headphones be o e sleep. He men ioned he en i onmen o be peace ul, quie , and
ample space in o de o ge he maximum e ec s. He does no always ge he ingling
sensa ion, bu in case i comes, he sensa ion can las o se e al minu es. Typically, he
ingling sensa ion o igina es in head, shoulde s, and some imes a ms. Pa icipan C is a
Finnish emale and has g adua ed wi h a bachelo ’s deg ee in Finland. She go high
sco es in Ag eeableness and Conscien iousness o he BFI es . He op imal en i onmen
o engagemen o ASMR is a quie and da k place.
Mo eo e , he eason o ASMR consump ion is mainly imp o ing he quali y o sleep. She
usually wa ches one o wo ASMR ideos pe session and ou o i e imes pe mon h.
She always go he ingling sensa ion, bu he pe iod is no su e. Also, she desc ibes he
ingling sensa ion s a ing om he igh side o he head and hen sp ead bo h sides o
ea s and a ms. Pa icipan D is a Finnish male s uden and s ill s udying a mas e ’s deg ee
in Finland. His BFI es sco e is mainly ocused on Ag eeableness and Openness- o-
Expe ience. He needs a quie and da k oom in his ASMR engagemen and consumes
ideos h ee imes a day and h ee o i e ASMR ideos pe session. He is a pop music
pe o me and usually ge s he ingling sensa ions along wi h ASMR ideos. The ingling
sensa ion can las o en seconds and usually occu ed on he igh side, and he neck is
he mos in ense egion.
Ra ionales o pa icipan s’ selec ion and p ocess
The samples a e selec ed pu posi ely a he han he p obabili y me hod because hey can
o e a esea ch p ojec insigh in o a pa icula expe ience. (Smi h e al., 2009, 48). The
sample sizes should be small because IPA is an idiog aphic app oach and ies o
unde s and pa icula phenomena in pa icula con ex s. Mo eo e , each case can be
conduc ed in a de ailed analysis o de elop h ee sepa a e case s udies, and his allows
o a mic o-analysis o simila i ies and di e ences ac oss cases. (Smi h e al., 2009, 52).
Mo eo e , a homogeneous sample should be used because he esea ch ques ion will
become mo e meaning ul (Smi h e al., 2009, 49). The inclusion c i e ia in his esea ch
we e ha he pa icipan s wi h signi ican expe ience in ASMR (Ba a , Spence & Da is.,
2017, 4). On he one hand, exclusion c i e ia we e ha indi iduals epo ed wi hou any
42
As seen in Figu e 5, he in e iew na a i e hemes and sub hemes o ASMR expe ience
and wellbeing a e o ganized and co esponding o he esea ch ques ion wo. The
emaining ansc ip s a e coded by using he mas e lis o hemes ha was ega ded as a
guideline o subsequen ansc ip s. Finally, a summa y o he in e iews by inco po a ing
c oss-case analysis among ha hemes ex ac ed om he da a (Ye bu y & Boyd, 2019,
203; P iyada shini, Dubey, Kuma , & Jha., 2020, 185; Chappell, Ea ough, Da ies, &
G i i hs., 2006, 207; Ilias, Liaw, Co nish, Pa k, & Golden., 2017, 78). The ele an
componen s o he IPA and ela ed s ages a e ou lined in Table 3.
Table 3. S ages in IPA Analysis
Reading &
e eading
Rega ding “imme sion” in o he da a, se e al eadings a e accompanied
by a eeling o being o e whelmed by ideas and possible connec ions
(Smi h, Flowe s e al. 2009, 82).
Ini ial no ing
Explo a o y commen s include (1) desc ip i e commen s, (2) linguis ic
commen s, and (3) concep ual commen s. These commen s a e also
use ul in he subsequen s ep o iden i ying hemes.
De eloping
eme gen
hemes
Themes a e likely o be iden i ied as much om he esea che ’s
explo a o y commen s as he ansc ip i sel , and hus eme gen hemes
migh eme ge as a na u al nex s ep om p io no es.
Connec ing
eme gen
hemes
Abs ac ion (i.e., iden i ying pa e ns and supe -o dina e heme),
pola iza ion (i.e., looking o di e ences a he han simila i ies),
con ex ualiza ion, and unc ion a emp o connec hemes o w i e-up
summa ies.
Mo ing o he
nex case
Each case is aken as an indi idual uni be o e b oade compa isons,
and a c oss-case e iew is conduc ed. The e o e, ca e should be made
o b acke any assump ions o c osso e knowledge om one in e iew,
when analyzing he nex .
Pa e ns
ac oss cases
In he cu en s udy, he pa e ns ac oss cases a e ep esen ed
g aphically and h ough able s uc u es, pulling c oss-case hemes in o
ocus while e e ing o he suppo ing cases o each.
No e: Adap ed and summa ized by Smi h e al., 2009.
As seen in Table 3, he de ailed examina ion o one ansc ip ecollec s he ideas o he
in e iew. Then, he meaning o ele an opics is ied o cap u e and de elop he
eme gen hemes h ough he explo a o y commen ing. The eme gen hemes we e
connec ed by iden i ying common links be ween hem. The emaining ansc ip s we e
hen analyzed by using p e ious s ages, and each case was mo ing in i s igh di ec ion,
and inally, he main and sub hemes we e elabelled and d awn oge he , and his esul ed
in se e al main hemes o he g oup each wi h some ela ed sub hemes.

43
5.8 Coding S a egy
The coding scheme (Appendix F) is based on he concep ualized and ope a ionalized
a iables o DSMM and i e dimensions o PERMA model men ioned in Theo e ical
chap e o his s udy and he a icle (w i en by Hous on, Spialek, & Fi s ., 2018) o Disas e
Media E ec s: A Sys ema ic Re iew and Syn hesis Based on he DSMM. All ansc ip s
a e coded quali a i ely in o DSMM ca ego ies, and he s eps a e desc ibed below. The
code i s ead each ansc ip and ma ked de ails wi h DSMM a iables. Then he
obse a ions and no es a e w i en and o en e he inal da a in o a sp eadshee . ASMR
media use p edic o s we e coded o he ollowing ca ego ies: disposi ion (e.g., p e ious
ASMR expe ience, gende ), de elopmen al, social, and ASMR (e.g., ASMR media
exposu e). These same ca ego ies we e also coded o ASMR media e ec mode a o s.
ASMR media e ec media o s we e coded o (a) media use, (b) esponse s a es, and (c)
media e ec s. T ansac ional e ec s and di ec e ec s we e also coded (Hous on e al.,
2018, 8,10). Fo he media e ec s o he Wellbeing coding pa , he coding s age was
guided by he i e domains o wellbeing ha o m he PERMA amewo k. P ima ily, he
exac wo ds o he in e iewees we e compa ed o he dimensions associa ed wi h
PERMA. The mos equen and signi ican codes we e iden i ied and ca ego ized in o
hemes (Mi ehie & Gibson, 2019, 7).
5.9 Validi y and eliabili y
Ya dley’s (2000) p inciples we e chosen o guide he quali y o he cu en s udy because
Smi h e al. (2009, 153–157) pa icula ly ecommended his guideline ha has ou
p inciples: sensi i i y o con ex , commi men and igo , anspa ency, and cohe ence; and
impac and impo ance.
Sensi i i y o con ex ela es o he deg ee o awa eness o he ele an li e a u e and
p e ious empi ical wo k ela ed o li ed expe ience (Ya dley, 2000, 220). Hence, he
esea che amilia ised wi h he li e a u e e iew on ASMR and wellbeing and imme sing in
he li e a u e ela ing o he heo e ical unde pinnings o IPA. Mo eo e , sensi i i y also
ela ed o he socio-cul u al con ex o he sample, e hics, and da a gene a ion (Ya dley,
2000, 220-221). Thus, nume ous e ba im ex ac s and quo a ions a e equi ed o mee
his quali y s anda d and gi e pa icipan s a oice in his ASMR esea ch and le he eade
check he in e p e a ions (Smi h e al., 2009,154). Rigou and Commi men e e o
44
ho ough da a collec ion and he dep h and b ead h o analysis (Ya dley, 2000, 222). In
cu en esea ch would be ul illed he equi emen s: he homogenous and pu posi e
sampling (i.e., Finnish uni e si y s uden s wi h signi ican ASMR expe ience);
app op ia eness o he in e iew schedule and conduc ed a ho ough and sys ema ic da a
analysis while main aining IPA’s idiog aphic commi men . T anspa ency and cohe ence
ela e o he cla i y o w i e-up and p esen a ion (Ya dley, 2000, 222). The me hodology
chap e le s he eade see he cohe ence and an app op ia e i be ween he esea ch
ques ion and he me hodology selec ed acco ding o he objec i es and concep ual
amewo k o esea ch. T anspa ency would be heigh ened by desc ibing he de ails o
pa icipan selec ion, he o ma ion o he in e iew schedule, in e iew p ocess, and
analysis s eps o he IPA and coding s a egy shown in he Appendix and his chap e .
Impac and Impo ance a e abou bo h heo e ical and p ac ical impac when applied o
p ac ical issues by o he esea che s (Ya dley, 2000, 223). As such, he cu en esea ch
will be expec ed o he esea che s o e lec on possible ASMR and Wellbeing implica ions
o hei p ac ice and inspi e hem o con inue wi h in es iga ions in his a ea.
This chap e desc ibed an o e iew o he esea ch me hodology and p ocedu es o
answe he esea ch ques ions. To be as anspa en as possible, he da a analysis
p ocess p esen ed in de ail om aw da a o ully wo ked-up hemes was demons a ed.
The ollowing chap e p esen s and discusses he hemes and sub hemes which cons i u e
he main indings o his s udy.
6 Findings
The pu poses o his chap e a e p o ided a phenomenological and in e p e a i e na a i e
o he esea ch indings. The indings included hemes in wo main o e a ching a eas
ega ding esea ch ques ions iden i ied h ough IPA da a analysis and coding s a egy.
Each heme has se e al ela ed sub- hemes shown in Tables 4 and 5, and hen u he
in e p e ed a e he p esen a ions o ables. Each sub heme will be discussed in u n o
each heme, wi h a ho ough accoun o how hemes a e ele an wi hin indi idual
pa icipan ansc ip s. T ansc ip ex ac s and quo a ions will be included p opo ionally
ac oss pa icipan s so ha indi idual oices can be hea d, and indi idual expe iences can
be illumina ed.
45
6.1 S uden s’ ASMR expe iences
Pa icipan s p esen ed a pic u e o he ASMR e ec s on hei li es. The iden i ied hemes
and sub hemes included ASMR in en ional use and co esponding o sub hemes p io o
ASMR-like expe iences, social p essu e om amily membe s, and cu iosi y. The second
main heme, called ASMR mul isenso y in eg a ion, including nos algic hough s, p o-
change bias, posi i e ac i a ing, and deac i a ing a ec s. The inal main heme is called
ASMR media use, and co esponding sub hemes included di e en ypes o sound and
mo emen s. The hemes and sub hemes a e shown in Table 4.
Table 4. Themes and Sub hemes o ASMR In en ional use and esponses
Theme
Sub-Theme
ASMR In en ional use
P io ASMR-like expe ience
Social P essu e om amily membe s
Cu iosi y
ASMR Mul isenso y In eg a ion
1. Nos algic hough s
2. P o-change Bias
3. Posi i e Ac i a ing A ec
 Exci ed
 Happy
Posi i e Deac i a ing A ec
 Con en
 Relax
 Calm
4. Tingling Sensa ion
ASMR Media con en
1. Sound
 Whispe ing
 So and kindness
wo ds
2. Na u e landscape
3. Roleplay
 Pain e
 Lib a ian
 Teache
4. Mo emen
 Repe i i e hand
mo emen s
 Slow mo emen
The sub hemes o Table 4 will be in e p e ed and analyzed in he ollowing sec ion.
46
ASMR In en ional Use
P io ASMR-like expe iences
P e ious ASMR-like expe ience was explici ly ela ed o la e use o new ASMR media
sou ces, and he ollowing ypical quo es showed hei unique pas expe iences o ASMR
sensa ion:
Ex ac 1: “My mo he used o ead mos o he Ha y Po e books
o my b o he and me when we we e li le, so I emembe lis ening
o he pleasan oice o hou s on end. Ne e heless, I ha e no
hough abou ASMR expe iences be o e engaging wi h he ideos
(C: P.2, line: 55-57).”
Ex ac 2: “I’ e el ASMR expe iences as a child in elemen a y
school. The p e ious expe iences came om someone’s hand
mo emen s, eache s w i ing, pape noise, eache , is licking he
inge while u ning he page o a book. I emembe eeling ASMR
when we we e doing a g oup ask in 3 d g ade. One o he g oups
was doing some hing wi h he hands (d awing o some hing), and I
was jus s a ing he p ocess. In a way, I linked in he ac i i y (D: P.6,
line: 163-169).”
These quo es show ha bo h pa icipan s’ pas expe iences ( ela ed o bo h amily
membe s and he social ac i i ies) s o e he ASMR-like memo ies and s eng hen hei
la e ASMR ideos engagemen . Besides, people who we e p e iously amilia wi h he
use o old b and p oduc s would be mo e likely o engage wi h he p oduc s as adul s
(Bonus e al., 2018, 6). One pa icipan desc ibed wha he el as a young boy wa ching
ASMR-like TV show:
Ex ac 3: “As a kid, I use o elax wi h one o he Finnish comedic
show Kummeli’s ske ches, “Vi siki jan lisälehdillä.” The main
cha ac e s speak so ly and whispe a lo , which made me elaxed.
When I go o know o ASMR, I’ e been hooked (D: P.1, line: 10-
14).”
47
The pa icipan wa ched ASMR-like TV show in he childhood s age, and hen he go his
p e-ASMR expe ience o de elop ASMR YouTube ideo engagemen la e . Mo eo e , he
DSMM p oposed p edic o s o media use no jus as mo i a ions, bu also as mode a o s
o he ela ionship be ween media use and esponses (Bonus e al., 2018, 8). Fo
pa icipan s C & D, indi iduals wi h p e ious ASMR expe ience and p io exposu e o he
ASMR-like ideos migh no only be mo e likely o engage ASMR ideos la e , bu hey
may also be mo e likely o expe ience nos algic hough s.
Social P essu e om amily membe s
The DSMM sugges s ha social ac o s, like p e e ences o iends and amily membe s,
impac he ypes o media people choose, ei he because hese social o ces ac i ely
enable o es ic access o media, o because hey encou age exposu e o ce ain ypes
o media (Valkenbu g & Pe e , 2013b, 227). Pa icipan A was in luenced by his sis e 's
expe ience abou elie ing he sleeping p oblem o using ASMR ideo, and inally, he
engaged ASMR ideos:
Ex ac 4: “Abou hal a yea ago my sis e old ha she uses ASMR
ideos o elax and all asleep, and she ecommended ASMR o
me, so I decided o y he ideos o insomnia (A: P.1, line 7, 10)”
Cu iosi y
Cu iosi y is ope a ionalized as he pe cei ed abili y and desi e o close an in o ma ion gap
in one’s knowledge. Gene ally speaking, i is in e ela ed wi h o he human
connec edness, such as social in e ac ion and gene al expe ience-seeking
(Schaeke mann e al., 2017, 144). In e ms o cu iosi y, one pa icipan epo ed:
Ex ac 5: “I i s s a ed wa ching ASMR ideos a couple o yea s
ago ou o cu iosi y a e eading an a icle abou he phenomenon.
So, wha in luenced me o engage mysel in ASMR was i s cu iosi y
(C: P.1, line: 18-19; 26-27).”
This quo e shows how he news media (one a icle) a ouse he in e es and no el y-
seeking sensa ion and la e decided o engage ASMR ideos.

48
ASMR Mul isenso y In eg a ion
Cogni i e esponse s a e: Nos algic hough s
Nos algic hough s a e ep esen ed by memo ies o highly social ac i i ies ha a e
p ese ed in pe son and o en associa ed wi h an exagge a ed expe ience (Bonus e al.,
2018, 7). Fo ins ance:
Ex ac 6: “I el like when I was a child, and my eache came o
ad ise me nea me. I emembe only ha i el com o able and
elaxing. I hink ha ASMR has helped me o elax and ge o eel
sa e (A: P.1, line 21-25).”
Ex ac 7: “I eel ha some ideos help me c ea ing s uden iden i y
(D: P.6, line: 150).”
These quo es highligh ed ha ASMR ideo ecalls he childhood- eache ela ionships and
linked he pas a ec and eelings wi h p esen e en s h ough ASMR expe iences;
whe eas, some o he ASMR ideo can igge him o ec ea e and unde s and he sel -
iden i y (s uden iden i y).
Cogni i e esponse s a e: P o-change Bias
Fo some pa icipan s, hey claimed ha hey ha e p e-concep ion o bias o ASMR, such
as seeing i as a joke and hough i as noises and showed in he ollowing quo es:
Ex ac 8: “When I i s go o know he ideos abou wo yea s ago,
I was amused, and I hough ha i was a joke (A: P.1, line 15-16).”
Ex ac 9: “Fi s , I hough i was jus i i a ing noises o banging and
s oking and looking a people making hose noises. How bo ing!
Howe e , as I ealized ha ASMR has such a wide a ie y o ideos,
I go hooked. I was unde he assump ion ha ASMR was only abou
making noises wi h objec s. When I came ac oss a ideo om a
Finnish logge who whispe ed ins ead o jus making noises wi h
objec s, I was hooked as I no iced he ingles (C: P.1, line: 3-4; 19-
21).”
49
To p o ec hemsel es om he isk o change, he pa icipan s’ bias mo i a es hem o
selec e idence based on he s a us quo o ejec e idence suppo ing change. Howe e ,
hey ese hei igidi y o mind a e hey engaged in ASMR, and hey no iced hey go he
ingling sensa ions om ASMR igge s.
Emo ional & Exci a i e esponse s a e: Exci ed, Happy, Con en , Relax & Calm
Pa icipan s epo ed ha ASMR ideos made hem exci ed, happy, elaxed, calm, and
con en ed as ac i a ing and deac i a ing posi i e a ec , espec i ely. Fo ins ance:
Ex ac 10: “ASMR is gi es me he ene gy o be exci ed abou
e e y hing. (D: P.4, line: 93).”
Ex ac 11: “Tha b ings me joy, knowing ha he e a e good books
o ead, and good pe cep ions o di e in o (D: P.8, line: 213-215).”
Ex ac 12: “My eeling is pleasan and elaxing (A: page 1, line14).”
Ex ac 13: “I eel con en ed (A: P.2, line 52).”
Ex ac 14: “I ealized ha whispe s ga e me good calming eelings
ha made me sleepy (C: P.1, line: 23-24).”
Tingling Sensa ion
Many o he accoun s claimed ha hey go he ingling sensa ion a e wa ching ASMR
ideos. In he ollowing ex ac , some pa icipan s desc ibe he eelings o ingling
sensa ion in de ails:
Ex ac 15: “Tingling sensa ion yeah anyways help me eel my body
how i ’s eeling occu ing in he sense o my whole body. I eel ha
my mind and he body connec o be my body in a one and help me
eel he whole body (D: P.8, line: 228-230)”.
Ex ac 16: “Some imes i ’s mo e a ousal, some imes mo e calming
and elaxing. Wha his means o me and wha my body does in my
mind in a way I’m explo ing mo e connec i i y wi h my body and mind
(D: P.10, line: 258-260).”
Ex ac 17: “When I no iced ha speci ic ideos elaxed my mind
a e a busy day, I s a ed going back o hem when I el like i (C:
P.1, line: 27-28).”
50
The quo es abo e show ha he ingling sensa ion can p o ide mixed physiological
esponses: a ousal, elaxed, and calm. Besides, ingling sensa ion seems o be h ough
he channels and essels o connec wi h his body and mind. Fo he o he pa icipan ,
ingling sensa ion also made he elax, and she ends o seek his sensa ion bu no
addic ion.
ASMR Media Con en
Sound: Whispe ing, Tapping sound, Non-spoken sound, & So and kindness wo ds
Ex ac 18: “A leas whispe as well as so and elaxing alk (A: P.1,
line 14).”
Ex ac 19: “I always ended up lis ening o only a small selec ion o
people and ideos who we e all women whispe ing in Finnish, who
made a minimal amoun o noises wi h objec s (C: P.1, line: 7-10).”
Ex ac 20: “Lis ening o no- alk ASMR ideos ha had consis en
sounds helped me o lose ack. (C: P.4, line: 120-121).”
Ex ac 21: “The a i ma ions and kind wo ds ASMR ideos (C: P.5,
line: 153).”
Roleplay: Pain e , Lib a ian & Teache
Ex ac 24: “Some imes, I ind mysel wa ching ASMR ideos wi h a
lib a y oleplay. In he ideo, she is calmly po e ing abou he books and
so on. She is in oducing books ha a e in e es ing o me, and she e en
eads some o hem ou loud. Some o he ASMR ideos a e oleplayed
by a iend, who ies o ge you eeling mo e com o able. Bob Ross
(Pain e ) is a mas e o his. Some ASMR YouTube s ha e exci ing
hough s and episodes abou hese subjec s. One example is ‘Le 's Find
Ou ASMR..' Some o he ideas, discussion, and subjec s o he ASMR
ideos (D: P.5, line: 90 -119).”
Na u e landscape
Ex ac 25: “Recen ly, I ha e lis ened o mo e ASMR ideos ha
conce n na u e and animal (A: P.2, line 55).”
51
Mo emen : Repe i i e hand mo emen s & Slow mo emen
Ex ac 22: “Unin en ional ASMR - ideos do, his delica e hand
mo emen s. (D: P.4, line: 103).”
Ex ac 23: “ASMR ca d magic icks (D: P.8, line: 241).”
6.2 The e ec o ASMR expe iences on he psychosocial wellbeing o s uden s in
Finland
Fi e main hemes eme ged om he analyses: Posi i e Emo ion, Engagemen ,
Rela ionships, Meaning and Making Connec ion, and Accomplishmen . Bo h indi idual and
collec i e hemes a e discussed, including o e lapping (shown in Table 5 & Figu e 6).
Table 5. Themes and Sub- hemes o ASMR media e ec s wi h wellbeing
Theme
Sub-Theme
Posi i e Emo ion
Relaxa ion
Calmness
Exci emen
Joy
Engagemen
Mind ulness
 Sel -awa eness
 Telep esence
 S op umina ion
Abso p ion
Flow
Rela ionship (Connec edness)
Sel -in- ela ionship & lo e
P osocial beha io , Empa hy
Digi al in imacy
Meaning and Making Connec ion
Being a pa o some hing bigge
A sense o cu iosi y: Finding a meaning ul li e
Accomplishmen
Sel -iden i y & Inno a i eness
Memo y & decision-making
Sel -con idence & goal achie emen
58
Ex ac 40: “I eel being lo ed by my iends and amily e y o en. I
s ill eel like he pe son alking is someone who does no know me.
On he o he hand, he a i ma ions and kind wo ds do make me hink
abou posi i e and gen le hough s abou mysel , and hey help me
no be so ha d on mysel (C: P.5, line: 141-144).”
P osocial beha io & Empa hy
Rela ionships we e connec ed wi h posi i e emo ion. Non-speaking and a i ma ion
con en s o ASMR ideos make he calm (B2; R2) and inc eased accep ance o he pee s
and could le go o hings mo e easily. In s ess ul si ua ions, such as business mee ings
and g oup wo king, she could mo e clea ly see and unde s and wha was happening and
accep wi h o he s mo e quickly, which seemed o help he mo e on. Thus, she dec eased
eac i i y and inc eased esponse o cogni i e lexibili y in he g oup wo king en i onmen .
Ex ac 41: “Lis ening o ASMR ideos calmed me down and made
me eel less i i a ed when some hing bo he ed me a wo k. I ied o
lis en o a i ma ion ideos … and calming down ideos. Again, i
was no- alk calm igge sounds, which made me calme (C: P.5,
line: 133-137).”
Ex ac 42: “ASMR ideos ha e helped me o calm down i I’m doing
g oup wo k. I can be qui e ense and s aigh o wa d i I am i i a ed
by he people in he g oup, so I ha e lis ened o ASMR ideos o
calm mysel down be o e mee ings (C: P.6, line: 160-162).”
ASMR ideos wi h slow pain ing mo emen enhance his abili y o expe ience and
communica e o eel a sense o o he s’ ( iends and his gi l iend) inne expe iences; be
mo e p esen o o he s’ eelings; empowe o he ’s hei body sensa ions and eelings.

59
Ex ac 43: “When I wa ch he ASMR ideo wi h my gi l iend nex o
me, I’m wa ching he ideo and ge he body eels mo e p esen . I’ e
some imes been wa ching his Ross he pain e ASMR ideo wi h
some iends a he same ime. In a way, some imes, when I am
sha ing ha sensa ion abou ASMR mo e powe ul (D: P.8, line: 232-
236).”
The speci ic discussion opics o ASMR ideos enhance him o ha e p esen - ocused
awa eness and ge mo e ideas o unde s and o he s' pe spec i es and no ice how o help
hem. Besides, hese ypes o ASMR ideos also inc ease his sensi i i y o ge ing help
om o he s (by changing his hough s) in he school.
Ex ac 44: “Some o he ideas, discussion, and subjec s o he
ASMR ideos enhance he ideas o helping o he s and so on
(D: P.5, line: 118-119).”
Ex ac 45: “I am helping wi h some asks om school. I ge help
om my iends when I need some help o o ganize my chains o
hough s o eelings (D: P.4, line: 114-116).”
Digi al in imacy
The slowing and epe i i e mo emen ASMR ideos ele a e his sensi i i y o being lo ed
and also gi ing lo e o o he s.
Ex ac 46: “ASMR ideos a e usually e y slow, and he e isn’ much
happening. So, in a way, I ind he sensa ion o lo ing in hose li le
hings. I hink lo e is he clue o ou exis ence owa d o he s, and i ’s
in li e’s e e y hingness, and i is seen in sho o ms (D: P.5, line:
138-139, 141-142).”
These ypes o ASMR also induce his awa eness o make a connec ion wi h he o he s
and he wo ld. This aspec was u he exempli ied by he ela ionships ha pa icipan D
o med while engaging in (ASMR) i ual wo lds.
60
Ex ac 47: “A e he ASMR ideo, I eel like I’m mo e connec ed o
he pe son and engaging a e wa ching ASMR ideos. Some o he
e y simple sea ching’s like slow mo emen s o some kind o isual
igge s ASMR ideos gi es me mo e headspace, so hey make me
mo e awa e o he wo ld, o he oom in he si ua ion o he
su ounding and make me mo e awa e o he wo ld, so hey make
me in a way mo e awa e o he pe sons I ha e ela ions wi h
oomma e o gi l iend (D: P.8, line: 221-227).”
The in imacy enhanced h ough he ASMR ideos was a ec ed in eal li e, e ealing he
way hese i ual s imula ing igge s wi h simple and slow mo emen s c ea ed new o ms
o closeness (lo es and he wo ld) o ex end and con inue.
Meaning and Making A Connec ion
The ou h sub- heme associa ed wi h PERMA, meaning, was mainly depic ed in he
na a i es o he Pa icipan D. Almos all in e iewees e e ed o Meaning, wi h some
a ia ion: ‘‘Meaning ul? I don’ know how o answe ha ques ion wi h ASMR”. The
pa icipan showed a mo e in-dep h unde s anding and s onge emo ional a achmen ,
engagemen , and ela ionship o ASMR ideos and o his bo h en i onmen and ac i i ies,
all o which c ea ed meaning o hem. Seligman (2011) sugges s ha a cen al pa o he
meaning domain is a eeling ha you a e doing some hing meaning ul and pa o
some hing bigge (Mi ehie & Gibson, 2019, 11). Meaning and Making he connec ion o
expe iences was also he cen al heme. Sub hemes included being a pa o some hing
bigge and pe sonal cu iosi y ele ance o he expe ience.
61
Being a pa o some hing bigge
Pa icipan D emphasized ASMR YouTube ideos o ac as a pla o m o le him connec
wi h o he s and he wo ld meaning ully. The pla o m can also make he ne wo ks link o
unde s anding he o he s. All hese connec ions can gi e him a sense ha he is pa o
some hing bigge han himsel . Meaning is essen ial no jus o him, iends and amily, bu
a he o a much la ge g oup, such as he whole wo ld human ace. Also, he slow and
epe i i e hand mo emen s in he ideos can igge him o connec he ASMR pla o m
and o he s.
Ex ac 48: “Maybe hese “unin en ional ASMR” - ideos do. Fo
example, his is supe meaning ul. I jus lo e he simplici y o his,
his delica e hand mo emen s, and a sense o some hing la ge
happening (D: P.4, line: 101-104).
Ex ac 49: ASMR expe iences and ideos help me o connec o he
wo ld when you a e connec ed o he wo ld migh ha e mo e
meaning ul ela ionships and mo e meaning ul ela ionships wi h he
wo ld. I gi es me a pla o m o a meaning ul li e. (D: P.9, line: 238-
240).”
A sense o cu iosi y: Finding a meaning ul li e
Pa icipan D’s na a i e shows he links be ween he h ee hemes o Meaning,
Rela ionships, and Emo ion as he desc ibes he encoun e : He has he unwillingness
subjec i e expe ience, such as shyness eelings, aking ac ion o a oid and escape o
make a iendship wi h o he s in his childhood de elopmen . Howe e , he ASMR-like
expe iences p omo e him exposu e o p e iously a oided expe iences and gi ing him
good eelings (B2, R2; E1) by ocusing ull a en ion (E2) and cu iosi y o explo e o he s’
inne meaning ul hinking and also help himsel connec wi h o he s and mo e unde s and
he meaning o his own li e. La e , he ac i ely engaged ASMR ideos ins ead o ASMR-like
eal expe iences o ex end his cu iosi y and explo a ion o o he meaning ul li e. Again, he
epe i i e mundane mo emen s a e he p ima y igge o his e ec .
62
Ex ac 50: “As a child, I was e y shy and didn’ mee new people
e y much. Howe e , la e yea s, I’ e lea ned o ge o know people
in a meaning ul way. I see humans undamen ally a social animal,
so I y o explo e ha . I hink I ha e a g ea social li e, on which I’m
uly g a e ul. I’ e hea d people saying ha I ha e a la ge amoun o
social capi al. I' e always wan ed o know people's ue meanings in
li e, asking abou wha hey wan and y o connec o e e y people
in a meaning ul and deep way. I would like o see he doc o , he
lib a ian, and he people in hei speci ic wo ks, which gi e me ASMR
expe iences. The o ices, sound o pape , yping, and in ense ocus
gi es me shi e s and good eelings. I don’ ha e ha much in my
li e, so I’m ying o compensa e i wi h he ASMR ideos. (D: P.5,
line: 122-135).”
As no ed abo e, his heme was mo e p ominen in he expe iences o high-le el ASMR
pa icipan s. Fo him, ASMR ideos and expe iences become a cen al pa o li e, and
associa ed ac i i ies p o ide hem wi h meaning, which seems o be consis en wi h
Seligman’s (2011) concep ion o he meaning domain.
Accomplishmen
The i h and inal sub heme ela ed o PERMA, accomplishmen , eme ged h ough he
pa icipan ’s desc ip ions abou his sense o achie emen o ASMR. Na a i es abou
enhancing sel -iden i y, memo y & decision-making, and sel -con idence we e associa ed
wi h a sense o achie emen . The pa icipan men ioned he e m o headspace ha is
mainly in ol ed in ela ion o bo h memo y p ocessing and sel -iden i y.
Sel -iden i y and Inno a i eness
The accomplishmen was linked wi h Rela ionship and Meaning. ASMR ideos make him
ecall he memo y o he s uden iden i y h ough he headspace and ime. The s uden
iden i y can be implica ed o ecall u he and gi e mo e ideas abou he coping skills o
deal wi h di e en asks in he uni e si y, such as examina ions, playing music, and o he
social ac i i ies (E4). In c ea ing his na a i e o s uden iden i y, he and objec s a e igh ly
63
in e connec ed (E3). E e y hing is ins umen al in se ing up he wo ld and mo ed memo y
in o his mind and inally a e implica ed in c ea ing u u e ideas.
Ex ac 51: “I eel ha some ideos help me c ea ing s uden iden i y
by gi ing ideas o jus gi ing me ime o hink abou some hing else.
ASMR helps me awa e o he daily asks in school o gi ing me mo e
ideas abou social li e. I hink he answe lies again in he solid
s uden iden i y. Bu also, I need o ha e a eeling o g ea social li e
so ha I eel app ecia ed and lo ed. E e y hing is connec ed (D: P.6,
line: 152-158).”
Ex ac 52: “When I’m wa ching he ASMR ideos, I emembe how
o make music meaning ul and how o make he wo ld meaning ul,
some imes he ideo eminds me. Some imes hey emind me o
mo e awa eness. (D: P.9, line: 246-248).”
ASMR ideos con en enhance him emembe some hing and c ea e s uden iden i y and a
psychological link be ween pas himsel expe ience and cu en himsel memo y. Finally,
he connec ion be ween pas and cu en expe iences can u he ex end he new ideas
in o his u u e meaning ul li e, music, and he wo ld. He men ioned ha ASMR media
e ec s a e he same as mind ulness medi a ion.
Ex ac 53: “ASMR is in he way he same as medi a ion. On he
o he hand, i ills you headspace wi h sounds and isuals o
engage. I eel ha some ideos help me c ea ing s uden iden i y by
gi ing ideas o jus gi ing me ime o hink abou some hing else (D:
P.6, line: 150-151).
Ex ac 54: I gi es me headspace and a sense o awa eness, and i
helps me o o ganize my hough s and eelings. Then I y o
emembe why I am in school. I’m in so ha I ha e a connec ion o
my “s uden -iden i y.” I I don’ emembe o ha e my solid s uden
iden i y, I’m a mess, unmo i a ed, unene gized, e c. (D: P.5, line:
144-148).”

64
Memo y & decision-making
The accomplishmen was connec ed wi h Meaning, Engagemen , and Posi i e Emo ion.
ASMR ideo makes he in o man dec ease he physiological a ousal (i.e., calm and elax)
(B2, R2) and mo e ocus a en ion (E2) o headspace. To ake Pa icipan D as an
example:
Ex ac 55: “ASMR some hing calming you down and elaxing and
mo e headspace again. I helps me o concen a e on my headspace
and mo e oom o memo ize. (D: P.10, line: 262-263).”
Slow hand mo emen ASMR ideo igge s he in o man 's speci ic memo y o emembe
how o play he music meaning ully (E4).
Ex ac 56: “The one abou he ASMR ca d magic icks, bu he way
he does i eminds me o he ques ion in music on how o compose
and how o play music and how o play and emind me abou he
ques ion abou how o play, no wha o play. So, you don’ ha e o
ha e a as -playing all eal echnical songs you ha e o ha e simple
songs which you play meaning ully. (D: P.9, line: 241-245).”
ASMR ideo also s ops his mind wande ing and mo e ocus on he p esen -momen
si ua ion and igge s he in o man ’s headspace o ecall pas expe iences and help him
decision-making and p oblem-sol ing.
Ex ac 57: “I ha e di e en goals in music, wo k, and in school, so
maybe ASMR is a way o ge away om he hings and gi ing me
mo e headspace. In a way, some o hose ASMR ideos a e again
eminding me abou wha is essen ial in li e, and hen hey will a ec
my goals as well. (D: P.10, line: 250-253).”
65
Sel -con idence & Goal Achie emen
The epe i i e pain ing mo emen s ASMR ideo gi e he in o man ’s posi i e a ec and
s op umina ion and inally ele a e sel -con idence o e-o ganize he ideas in connec ion
wi h he wo ld and keep he igh ack and pa hway owa ds he goals (See, o example,
pa icipan D).
Ex ac 58: “Some imes, I eel I don’ ha e he ime o do e e y hing
in a way I wan o. Mo eo e , some imes I’m sca ed ha I don’ ha e
he capaci y o do some asks ( eeling o he dump o s upid o lazy.)
(D: P.6, line: 175-177).”
Ex ac 59: “ASMR helps me o ganize my hough s. I gi es me a
sensa ion abou he wo ld i sel as a whole. Some o he ASMR
ideos a e oleplayed by a iend, who ies o ge you eeling mo e
com o able. Bob Ross is mas e o his. His wo ld iew is so elaxing
ha I’ll usually o ge my p oblems. I gi es a eeling ha I am in he
igh place and ha I ha e hings o do o he whole wo ld. (D: P.7,
line: 180-188).”
The ac ha ASMR enhances he Emo ion and engagemen o him o ecall he lea ning
skills and da e o ake pa in he ac i i ies and gene a es a sense o accomplishmen ha
seems o con ibu e o hei o e all sense o wellbeing.
66
Di e en ace s o PERMA we e combined in he pa icipan s’ accoun s. Speci ically, his
was he case o accomplishmen and posi i e emo ion, engagemen , posi i e emo ion,
ela ionships and accomplishmen , ela ionships and posi i e emo ion, accomplishmen ,
engagemen , meaning, and posi i e emo ion. The in e connec ions be ween i e PERMA
hemes a e shown in Figu e 6.
Figu e 6. The ela i e s eng h o he i e PERMA hemes and in e connec ions be ween
hemes. This diag am indica es he ela i e s eng h o bo h he indi idual hemes and hei
associa ions (numbe o a ows ep esen ed), based on he numbe s o e e ences in in e iew
ansc ip s.
Figu e 6 showed ha he ela i e indi idual s eng h o he i e hemes o PERMA is
o de ed acco ding o he numbe o a ows as ollows: 1. Accomplishmen , 2. Emo ion and
Engagemen , 3. Meaning; and 4. Rela ionships. All hese hemes wi h hei mul iple
sub hemes will be discussed in de ail in he ollowing chap e . The chap e will discuss
hese hemes abou exis ing esea ch li e a u e and will add ess he implica ions o he
indings o his s udy.
67
7 Summa y o Findings & Discussion
Th ough he pa icipan s’ ecollec ions and exp essions o ASMR li ed expe iences, his
s udy gi es insigh in o he phenomenon o ASMR engagemen and i s e ec on mul iple
dimensions o human well-being. This is he i s s udy o uni e he DSMM wi h he PERMA
amewo k (Seligman, 2011) and he i s o explo e and link he dis inguishing
cha ac e is ics o ASMR ideo wi h well-being ou comes. Hence, his s udy p oposed he
elabo a ion o he ASMR media e ec s model shown in Figu e 7 o ep esen he ASMR
expe iences wi h psychosocial wellbeing. The cu en indings poin o which conclusions
and se e al di ec ions o u u e esea ch.
Figu e 7. P oposed model o ASMR media e ec s wi h wellbeing
 Sound
 Whispe ing
 So and
kindness
wo ds
 Na u e
landscape
 Roleplay
 Pain e
 Lib a ian
 Teache
 Mo emen
 Repe i i e
hand
mo emen s
 Slow
mo emen
Posi i e Emo ion
 Relaxa ion
 Calmness
 Exci ed
 Joy
Engagemen
 Mind ulness medi a ion
1. Sel -awa eness
2. Telep esence
3. S op umina ion
 Abso p ion
 Flow
Rela ionship
 Sel -in-Rela ionship & lo e
 P osocial beha io &
Empa hy
 Digi al in imacy
Meaning
 Being a pa o some hing
bigge
 A sense o cu iosi y
Accomplishmen
 Sel -iden i y &
Inno a i eness
 Memo y & decision-making
 Sel -con idence & goal
achie emen
Response
Cogni i e
 Nos algic
Though s
 P o-change
bias
Emo ional &
Exci a i e
Posi i e Ac i a ing
A ec
 Exci ed
 Happy
Posi i e Deac i a ing
A ec
 Con en
 Relax
 Calm
Tingling Sensa ion
Media Use
P edic o s
Disposi ional
 Cu iosi y
 P io ASMR-
like
expe iences
 Openness-
o-
Expe ience
Social
 Social:
P essu e
om amily
membe s
Media e ec s
74
Fu he mo e, u u e esea ch could also expand on he cu en indings by in es iga ing
eens’ cogni i e and emo ional eac ions o ASMR ideos and assessing whe he hey ge
simila bene i s as adul s. Longi udinal wo k would acili a e examina ion o ela ionships
be ween ASMR media use and subsequen wellbeing; i could also examine whe he
posi i e media e ec s and ASMR media use o e se e al mon hs has dec easing e u ns
o , con e sely, has inc eased he bene i s. The e o e, u u e esea ch should include a
longi udinal app oach. Addi ionally, he esul sugges ed ha ingling sensa ion seems o
be con olled by a speci ic unknown sys em, and his sys em may ac as a cen al hub o
connec body and mind h ough he complex physiological esponses. A he same ime,
he me idian is one o he e ms in au onomous senso y me idian esponse, and he
me idians a e in isible pa hways in which Qi lows h ough he ene gy ne wo k ha
connec s all pa s o he body, and he mind o he en i onmen acco ding o T adi ional
Chinese Medicine (TCM) heo y (Jeon & Lee, 2013, 3; Li & Zhao, 2012). ASMR
phenomenon is cha ac e ized by pleasan ingling sensa ions simila o he desc ip ion o
De-qi sensa ions (e.g., ingling) in TCM (Zhu e al., 2013, 1); bu he physiological
mechanisms ha p oduce De-qi e ec a e s ill no well unde s ood (Yang e al., 2013, 1)
and he same si ua ion happened in he ingling sensa ion o ASMR (Val aka i e al., 2019,
3). The e o e, ASMR media e ec esea che s can explo e his unknown a ea in
mul idisciplina y app oaches, such as biochemis y, gene ics, neu oscience, and
psychophysiology. Hence, longi udinal s udies wi h mul idisciplina y me hods a e
ecommended o illus a e and explo e he challenges and he li ed expe iences o ASMR
in unknown esea ch egions.
Resea ch wi h a ocus on he ela ionships o wellbeing wi h ASMR media e ec s
expe iences is he i s ime using bo h DSMM and PERMA amewo k. The indings
sugges ha ASMR expe iences a e shown o be linked o wellbeing, and as such, I
p opose an ASMR media e ec s model o elabo a e bo h DSMM and PERMA amewo k
ha cha ac e izes he i e wellbeing domains and DSMM a iables. The esul s show ha
ASMR has low-like and abso p ion s a es, and bo h occu when he e is ocused on
a en ion o p esen -momen s imuli and simul aneous awa eness o sel . Ul ima ely, based
on he ole o a en ion, bo h ingling sensa ions and awa eness appea o be linked o
mind ulness. The mind ulness-like p ac ice in ASMR o which can esul in he ele a ion o
posi i e emo ions and o he ace s o wellbeing. As such, he indings p o ide suppo o
he connec ion o ASMR and wellbeing h ough mind ulness, as no ed by F edbo g e al.,

75
(2018, 11) and Del Campo & Kehle. (2016, 5) ha ASMR linked wi h in insically o
mind ulness o imp o e a a ie y o psychological wellbeing simila o mind ulness-based
ea men p og ams. In conclusion, his s udy sugges s ha uni e si y s uden ’s
engagemen wi h ASMR may uniquely con ibu e o enhancing wellbeing, such as eeling
happy, ele a ing he concen a ion on asks a hand, imp o ing he quali y o sleep by
s opping umina ion, inc ease sel -con idence, and mo i a ing al uis ic beha io . This has
socie al implica ions o he pu sui o lou ishing and eaching wellbeing goals a -uni e si y
o a -home s ess and adap i e p og am.
76
Re e ences
Aagaa d, J. (2017). In oducing pos phenomenological esea ch: a b ie and selec i e
ske ch o phenomenological esea ch me hods. In e na ional Jou nal o Quali a i e S udies
in Educa ion, 30(6), 519–533.
An ono a, O. (2019). Th ee Ways o Use ASMR-Technologies in Mode n Ad e ising and
Ma ke ing. Mode n Economics, 17, 6–10
Bae , R. A., & K ie emeye , J. (2006). O e iew o mind ulness-and accep ance-based
ea men app oaches. Mind ulness-based ea men app oaches: Clinician’s guide o
e idence base and applica ions, 3–27.
Bagwell, C., Bende , S., And eassi, C., Kinoshi a, T., Mon a ello, S., & Mulle , J. (2005).
F iendship quali y and pe cei ed ela ionship changes p edic psychosocial adjus men in
ea ly adul hood. Jou nal o Social and Pe sonal Rela ionships, 22, 235–254.
Banissy, M. J., & Wa d, J. (2013). Mechanisms o sel -o he ep esen a ions and ica ious
expe iences o ouch in mi o - ouch synes hesia. F on ie s in human neu oscience,
7(112).
Baños, R., Bo ella, C., Ga cia-Palacios, A., Villa, H., Pe piñá, C., & Galla do, M. (1999).
Psychological a iables and eali y judgmen in i ual en i onmen s: he oles o
abso p ion and dissocia ion. Cybe Psychology & Beha io , 2(2), 143–148.
Ba on-Cohen, S., Wyke, M. A., & Binnie, C. (1987). Hea ing wo ds and seeing colo s: an
expe imen al in es iga ion o a case o synaes hesia. Pe cep ion, 16(6), 761–767.
Ba a , E. L., & Da is, N. J. (2015). Au onomous Senso y Me idian Response (ASMR): a
low-like men al s a e. Pee J, 3, e851, 1–17.
Ba a , E. L., Spence, C., & Da is, N. J. (2017). Senso y de e minan s o he au onomous
senso y me idian esponse (ASMR): unde s anding he igge s. Pee J, 5, e3846, 1–13.
Benedek M, Kae nbach C. 2011. Physiological co ela es and emo ional speci ici y o
human piloe ec ion. Biological Psychology, 86(3), 320–329
Be ios, R., To e dell, P., & Kelle , S. (2015). Elici ing mixed emo ions: a me a-analysis
compa ing models, ypes, and measu es. F on ie s in Psychology, 6(428), 1–15.
77
Beyens, I., Valkenbu g, P. M., & Pio owski, J. T. (2018). Sc een media use and ADHD-
ela ed beha io s: Fou decades o esea ch. P oceedings o he Na ional Academy o
Sciences, 115(40), 9875–9881.
Bliss, L. A. (2016). Phenomenological esea ch: Inqui y o unde s and he meanings o
people’s expe iences. In e na ional Jou nal o Adul Voca ional Educa ion and Technology
(IJAVET), 7(3), 14–26.
Bode, M. I. (2019). Au onomous Senso y Me idian Response (ASMR) as a ma ke ing ool:
an examina ion o he online phenomenon's po en ial in he p omo ion mix o slow ou ism
des ina ions. (Bachelo ’s hesis). (u n: nbn 46-00107653-12)
Boden, Z., La kin, M., & Iye , M. (2019). Pic u ing ou sel es in he wo ld: D awings,
in e p e a i e phenomenological analysis, and he ela ional mapping in e iew. Quali a i e
Resea ch in Psychology, 16(2), 218–236.
Bonus, J. A., Peebles, A., Ma es, M. L., & Sa mien o, I. G. (2018). Look on he b igh side
(o media e ec s): Pokémon Go as a ca alys o posi i e li e expe iences. Media
Psychology, 21(2), 263–287.
B own, K. W., & Ryan, R. M. (2003). The bene i s o being p esen : mind ulness and i s
ole in psychological well-being. Jou nal o pe sonali y and social psychology, 84(4), 822.
Bulling on, J. (2013). The exp ession o he psychosoma ic body om a phenomenological
pe spec i e. Do d ech : Sp inge .
Cash, D. K., Heisick, L. L., & Papesh, M. H. (2018). Expec ancy e ec s in he au onomous
senso y me idian esponse. Pee J, 6. Ad ance online publica ion.
doi.o g/10.7717/pee j.5229
Chappell, D., Ea ough, V., Da ies, M. N., & G i i hs, M. (2006). E e Ques —I ’s jus a
compu e game, igh ? An in e p e a i e phenomenological analysis o online gaming
addic ion. In e na ional Jou nal o Men al Heal h and Addic ion, 4(3), 205–216.
C ego, A., Yela, J. R., Gómez-Ma ínez, M. Á., & Ka im, A. A. (2019). The Con ibu ion o
Meaning ulness and Mind ulness o Psychological Well-Being and Men al Heal h: A
S uc u al Equa ion Model. Jou nal o Happiness S udies, 1–24.
C espo, A., Recue o, M., Gal ez, G., & Begoña, A. (2013). E ec o binau al s imula ion on
a en ion and EEG. A chi es o Acous ics, 38(4), 517–528.
78
Colonnello, V., Pe occhi, N., Fa inelli, M., & O a iani, C. (2017). Posi i e social
in e ac ions in a li espan pe spec i e wi h a ocus on opioide gic and oxy ocine gic
sys ems: Implica ions o neu op o ec ion. Cu en Neu opha macology, 15(4), 543–561.
Dahe , M., Ca é, D., Ja amillo, A., Oli a es, H., & Tomicic, A. (2017, July). Expe ience
and meaning in quali a i e esea ch: A concep ual e iew and a me hodological de ice
p oposal. In Fo um Quali a i e Sozial o schung/Fo um: Quali a i e Social Resea ch,18 (3).
Da is, D. M., & Hayes, J. A. (2011). Wha a e he bene i s o mind ulness? A p ac ice
e iew o psycho he apy- ela ed esea ch. Psycho he apy, 48(2), 198.
De Leeuw, R. N., & Buijzen, M. (2016). In oducing posi i e media psychology o he ield
o child en, adolescen s, and media. Jou nal o Child en and Media, 10(1), 39–46.
Del Campo, M. A., & Kehle, T. J. (2016). Au onomous senso y me idian esponse (ASMR)
and isson: Mind ully induced senso y phenomena ha p omo e happiness. In e na ional
Jou nal o School & Educa ional Psychology, 4(2), 1–8.
Diene , E., & Seligman, M. (2002). Ve y happy people. Psychological Science, 13(1), 81–
84.
Diene , E., Suh, E. M., Lucas, R. E., & Smi h, H. L. (1999). Subjec i e well-being: Th ee
decades o p og ess. Psychological Bulle in, 125(2), 276–302.
Dowling, M., & Cooney, A. (2012). Resea ch app oaches ela ed o phenomenology:
Nego ia ing a complex landscape. Nu se Resea che , 20(2), 21–27.
D’ a en, L. L., & Pasha-Zaidi, N. (2016). Using he PERMA model in he Uni ed A ab
Emi a es. Social indica o s esea ch, 125(3), 905–933.
Eisenba h, H., Chang, L. J., & Wage , T. D. (2016). Mul i a ia e b ain p edic ion o hea
a e and skin conduc ance esponses o social h ea . Jou nal o Neu oscience, 36(47),
11987–11998.
Fan, Y., Duncan, N. W., De G eck, M., & No ho , G. (2011). Is he e a co e neu al
ne wo k in empa hy? An MRI based quan i a i e me a-analysis. Neu oscience &
Biobeha io al Re iews, 35(3), 903–911.
Feldman, R. (2012). Oxy ocin and social a ilia ion in humans. Ho mones and Beha io ,
61(3), 380–391.
79
Fikke s, K. M., & Pio owski, J. T. (2019). Con en and pe son e ec s in media esea ch:
S udying di e ences in cogni i e, emo ional, and a ousal esponses o media con en .
Media Psychology, 1–28.
Fishbach, A., & Lab oo, A. (2007). Be be e o be me y? How mood in luence sel -
con ol. Jou nal o Pe sonali y and Social Psychology, 93(2), 158–173.
Fo gea d, M. J., Jayawick eme, E., Ke n, M. L., & Seligman, M. E. (2011). Doing he igh
hing: Measu ing wellbeing o public policy. In e na ional jou nal o wellbeing, 1(1), 79–
106.
F edbo g, B., Cla k, J., & Smi h, S. D. (2017). An examina ion o pe sonali y ai s
associa ed wi h au onomous senso y me idian esponse (ASMR). F on ie s in psychology,
8, 247.
F edbo g, B. K., Cla k, J. M., & Smi h, S. D. (2018). Mind ulness and au onomous senso y
me idian esponse (ASMR). Pee J, 6. Ad ance online publica ion.
doi.o g/10.7717/pee j.5414.
Gadgil, A. A., & Desai, V. V. (2018). Modeling Si ua ional Beha io Using Seman ic And
Episodic Memo y Th ough Machine Lea ning. Con e ence: In e na ional Con e ence on
Elec ical, Elec onics, Compu e s, Communica ion, Mechanical and Compu ing
(EECCMC).
Ga land, E. L., Fa b, N. A., R. Goldin, P., & F ed ickson, B. L. (2015). Mind ulness
b oadens awa eness and builds eudaimonic meaning: A p ocess model o mind ul posi i e
emo ion egula ion. Psychological Inqui y, 26(4), 1–34.
Glisky, M. L., Ta a yn, D. J., Tobias, B. A., Kihls om, J. F., & McConkey, K. M. (1991).
Abso p ion, openness o expe ience, and hypno izabili y. Jou nal o Pe sonali y and Social
Psychology, 60(2), 263.
G égoi e, S., Bou a d, T., & Vezeau, C. (2012). Pe sonal goal se ing as a media o o he
ela ionship be ween mind ulness and wellbeing. In e na ional Jou nal o Wellbeing, 2(3).
G ewe O, Kopiez R, Al enmüülle E. 2009. The chill pa ame e : goosebumps and shi e s
as p omising measu es in emo ion esea ch. Music Pe cep ion: An In e disciplina y
Jou nal 27(1), 61–74

80
G imaldi To iz, S. (2009). Epidemiological da a o seasonal a ia ion in mood and
beha io . (Doc o al disse a ion). Re ie ed om
h ps://www.julka i. i/bi s eam/handle/10024/79896/b757a4bd-9245-438e-a383-
37a4737e9d43.pd ?sequence=1
Gyllens en, A. L., Skä , L., Mille , M., & Ga d, G. (2010). Embodied iden i y - A deepe
unde s anding o body awa eness. Physio he apy Theo y and P ac ice, 26(7), 439–446.
Hamann, S. (2001). Cogni i e and neu al mechanisms o emo ional memo y. T ends in
cogni i e sciences, 5(9), 394–400.
Haslam, C., Je en, J., Haslam, S. A., Pugliese, C., & Tonks, J. (2011). ‘I emembe
he e o e I am, and I am he e o e I emembe ’: Explo ing he con ibu ions o episodic and
seman ic sel ‐knowledge o s eng h o iden i y. B i ish Jou nal o Psychology, 102(2), 184–
203.
He sh ield, H. E., Scheibe, S., Sims, T. L., & Ca s ensen, L. L. (2013). When eeling bad
can be good: Mixed emo ions bene i physical heal h ac oss adul hood. Social
psychological and pe sonali y science, 4(1), 54–61.
Hidaya , R., Habibi, A., Saad, M., Rashid, M., Mukminin, A., & Id is, W. (2018). Explo a o y
and con i ma o y ac o analysis o PERMA o Indonesian s uden s in ma hema ics
educa ion p og ammes. Pedagogika, 2018,132 (4),147–165.
Hous on, J. B., Spialek, M. L., & Fi s , J. (2018). Disas e media e ec s: A sys ema ic
e iew and syn hesis based on he di e en ial suscep ibili y o media e ec s model.
Jou nal o Communica ion, 68(4), 734–757.
Huang, T. L., & Cha y on, C. (2008). A comp ehensi e e iew o he psychological e ec s
o b ainwa e en ainmen . In Da abase o Abs ac s o Re iews o E ec s (DARE): Quali y-
assessed Re iews [In e ne ]. Cen e o Re iews and Dissemina ion (UK).
Hu a, V., & Wa e man, A. S. (2014). Eudaimonia and i s dis inc ion om hedonia:
De eloping a classi ica ion and e minology o unde s anding concep ual and ope a ional
de ini ions. Jou nal o Happiness S udies, 15, 1425–1456.
Ilias, K., Liaw, J. H. J., Co nish, K., Pa k, M. S. A., & Golden, K. J. (2017). Wellbeing o
mo he s o child en wi h “AUTISM” in Malaysia: An in e p e a i e phenomenological
analysis s udy. Jou nal o In ellec ual & De elopmen al Disabili y, 42(1), 74–89.
81
I zan, I., Ga dne , H. E., & Smailo a, Z. (2011). Mind ulness medi a ion and cu iosi y: The
con ibu ing ac o s o wellbeing and he p ocess o closing he sel -disc epancy gap.
In e na ional Jou nal o Wellbeing, 1(3).
Jackson SA, Ma sh HW. 1996. De elopmen and alida ion o scale o measu e op imal
expe ience: low s a e scale. Jou nal o Spo and Exe cise Psychology, 18(1), 17–35
Jeon, J., & Lee, S. (2013). The meanings and p ospec s o p imo ascula sys em om he
iewpoin o his o ical con ex . E idence-Based Complemen a y and Al e na i e Medicine,
2013.
Ji aki ayako n, N., & Wongsawa , Y. (2018). A no el insigh o e ec s o a 3-Hz binau al
bea on sleep s ages du ing sleep. F on ie s in human neu oscience, 12(387).
Johns on DW, Anas asiades P. 1990. The ela ionship be ween hea a e and mood in
eal li e. Jou nal o Psychosoma ic Resea ch, 34(1), 21–27
Jones, C., Scholes, L., Johnson, D., Ka siki is, M., & Ca as, M. C. (2014). Gaming well:
links be ween ideogames and lou ishing men al heal h. F on ie s in Psychology, 5(260),
1–8.
Keize , A., Chang, T. H., O’Mahony, C. J., Schaap, N. S., & S one, K. D. (2020).
Indi iduals Who Expe ience Au onomous Senso y Me idian Response Ha e Highe Le els
o Senso y Sugges ibili y. Pe cep ion, 49(1), 113–116.
Kim, D., Kim, T., Seo, G., Shin, M. H., Lee, Y. J. & Hwang, W. (2019). Senso y channel
e ec s o au onomous senso y me idian esponse on sho - e m memo y. ICIC Exp ess
Le e s, 13(3), 225–230.
Klausen, H. B. (2019). ‘Sa e and sound.' Sound E ec s. An In e disciplina y Jou nal o
Sound and Sound Expe ience, 8(1), 87–103.
Kohonen, I., Kuula-Luumi, A., & Spoo , S. K. (2019). The e hical p inciples o esea ch wi h
human pa icipan s and e hical e iew in he human sciences in Finland. Helsinki, Finland:
Finnish Na ional Boa d on Resea ch In eg i y TENK.
Kok, B., Ca alino, L., & F ed ickson, B. L. (2008). The b oadening, building, bu e ing
e ec s o posi i e emo ions. In S. J. Lopez (Ed.), Posi i e psychology: Explo ing he bes
o people (Vol. 3, pp. 1–19). Wes po , CT: G eenwood.
82
Ko ace ich, A., & Hu on, D. (2019). Two S udies o Au onomous Senso y Me idian
Response (ASMR): The Rela ionship be ween ASMR and Music-Induced F isson.
Empi ical Musicology Re iew, 13(1-2), 39–63.
Kun u, K, Pesonen, T. & Saa i, J. 2017, Ko keakouluopiskelijoiden e eys u kimus 2016.
Helsinki: Finnish S uden Heal h Se ice, Ylioppilaiden e eydenhoi osää iön u kimuksia
48 (435). Re ie ed om: h p://www.y hs. i/ ilebank/4300 KOTT_uusin_2016.pd
Land um, A. R., Olshansky, A., & Richa ds, O. (2019). Di e en ial suscep ibili y o
misleading la ea h a gumen s on YouTube. Media Psychology, 1–30.
Langd idge, D. (2007). Phenomenological psychology: Theo y, esea ch and me hod.
London: Pea son Educa ion.
La kin, M., Wa s, S., & Cli on, E. (2006). Gi ing oice and making sense in in e p e a i e
phenomenological analysis. Quali a i e Resea ch in Psychology, 3, 102–120
Lau, M. A., Bishop, S. R., Segal, Z. V., Buis, T., Ande son, N. D., Ca lson, L., ... & De ins,
G. (2006). The To on o mind ulness scale: De elopmen and alida ion. Jou nal o clinical
psychology, 62(12), 1445–1467.
Li, X. T., & Zhao, J. (2012). An app oach o he na u e o Qi in TCM-Qi and bioene gy.
Recen Ad ances in Theo ies and P ac ice o Chinese Medicine, 79–108.
Loch e, B. C., Guillo y, S. A., Richa d, C. A., & Kelley, W. M. (2018). An MRI in es iga ion
o he neu al co ela es unde lying he au onomous senso y me idian esponse (ASMR).
BioImpac s: BI, 8(4), 295.
Män y, Sonja (2018). Suomalaise hake a ASMR- ideoi a You ubes a eni en
maailmassa–Kuiskailuis a hae aan apua yksinäisyy een ja ahdis ukseen. Mo eenimedia
10.10.2018. Saa a illa: h ps://mo eenimedia.u a. i/2018/10/10/suomalaise -hake a -asm -
ideoi a-you ubes a-eni enmaailmassa-kuiskailuis a-hae aan-apua-yksinaisyy een-ja-
ahdis ukseen/
Ma zano, C., Mo oni, F., Go goni, M., Nobili, L., Fe a a, M., & De Genna o, L. (2013).
How we all asleep: egional and empo al di e ences in elec oencephalog aphic
synch oniza ion a sleep onse . Sleep medicine, 14(11), 1112–1122.
83
McE lean, A. B. J. & Banissy, M. J. (2017). Assessing indi idual a ia ion in pe sonali y
and empa hy ai s in sel - epo ed au onomous senso y me idian esponse. Mul isenso y
Resea ch, 30(6), 601–613.
McE lean, A. B. J. & Banissy, M. J. (2018). Inc eased misophonia in sel - epo ed
au onomous senso y me idian esponse. Pee J, 6. Ad ance online publica ion.
doi.o g/10.7717/pee j.5351
McE lean, A. B. J. & Osbo ne-Fo d, E. J. (2020). Inc eased abso p ion in au onomous
senso y me idian esponse. Pee J, 8. Ad ance online publica ion.
doi.o g/10.7717/pee j.8588
Mi ehie, M., & Gibson, H. J. (2019). Women's pa icipa ion in snow-spo s and sense o
wellbeing: a posi i e psychology app oach. Jou nal o Leisu e Resea ch, 1–19.
Noble, T., & McG a h, H. (2015). PROSPER: A new amewo k o posi i e educa ion.
Psychology o Wellbeing, 5(1), 1–17.
No man, G. J., Be n son, G. G., & Cacioppo, J. T. (2014). Emo ion, soma o isce al
a e ence, and au onomic egula ion. Emo ion Re iew, 6(2), 113–123.
Oli e , M. B., & Ba sch, A. (2011). App ecia ion o en e ainmen : The impo ance o
meaning ulness ia i ue and wisdom. Jou nal o Media Psychology, 23, 29–33.
Pe ez, H. O., Dumas, G., & Lehmann, A. (2019). Binau al Bea s h ough he audi o y
pa hway: om b ains em o connec i i y pa e ns. eNeu o, 7(2). Ad ance online
publica ion. DOI: 10.1523/ENEURO.0232-19.2020
Pio owski, J. T., & Valkenbu g, P. M. (2015). Finding o chids in a ield o dandelions:
Unde s anding child en’s di e en ial suscep ibili y o media e ec s. Ame ican Beha io al
Scien is , 59(14), 1776–1789.
Phelps, E. A. (2004). Human emo ion and memo y: in e ac ions o he amygdala and
hippocampal complex. Cu en opinion in neu obiology, 14(2), 198–202.
Poe io, G. L., Blakey, E., Hos le , T. J., & Vel i, T. (2018). Mo e han a eeling:
Au onomous senso y me idian esponse (ASMR) is cha ac e ized by eliable changes in
a ec and physiology. PloS one, 13(6), 1–18.
90
Wha a e he possible disad an ages o pa icipa ing in his s udy, and how should hese
isks be minimized?
As in all esea ch, he e may be un o eseen isks o you as a pa icipan . This s udy
p esen s only minimal isk because da a is collec ed and communica ed h ough he
anonymi y o a pseudonym.
Wha a e he ad an ages o pa icipa ing in his s udy?
You pa icipa ion in his s udy may help me shape he way o unde s and he ela ionship
be ween ASMR expe iences and Psychosocial Wellbeing. You may bene i om knowing
you a e pa icipa ing in sha ing p ecious expe iences o ASMR and Welling a he
Uni e si y o Lapland. All he in o ma ion collec ed om you is con iden ial. You name will
no appea on any documen s whe e in o ma ion is eco ded. Names will be changed wi h
a pseudonym o you choosing and will be kep in a sepa a e mas e lis . Once he
in e iew ansc ip s a e collec ed and analyzed, he mas e lis will be des oyed.
Wha i you wan o cease pa icipa ing in his s udy?
You can choose o s op pa icipa ing in he s udy a any ime o any eason.
I you ha e any inqui ies be o e o du ing he s udy, you can con ac he Resea che , M .
Chan Ko Wai, a kchan@ulapland. i i ques ions a ise du ing he s udy.
------------------------------------------------------------------------------------------------------------
I unde s and my pa icipa ion in his in o med consen documen . The isks and bene i s
ha e been explained o me. I consen and olun a ily ag ee o pa icipa e in his s udy.
You Name Pa icipan ’s signa u e
______________________________ ____________________________
Da e: _________________________

91
Appendix C
In e iew One: Focused ASMR li ed expe iences His o y
1. “How did you expe ience ASMR om he beginning up o now?”
2. “Would you ell me mo e abou you jou ney ( om he beginning up o now) in o becoming an ASMR expe ience ?
P omp : Wha in luenced you decision o engage in ASMR?”
(A e iew o he pa icipan 's li e his o y ela ed o he opic o inqui y, up o he ime s/he ASMR expe iences. Objec i e:
o ind ou as much as possible abou he con ex o he pa icipan has li ed ASMR expe iences leading up o now: ea ly
expe iences wi h ASMR expe iences? wha we e he pe cei ed emo ional and media ed expe iences o he ASMR
phenomenon?)
Sub-Ques ions/Explo a ions:
The pa icipan s do NOT need o answe ALL sub-ques ions. These ques ions help hem o hink deepe .
ASMR Viewing Habi
1. How o en, on a e age, do you use ASMR- igge ing ideos o elax?
2. How many ASMR ideos do you wa ch in a single pe iod?
3. Wha is he ime o day do you usually wa ch ASMR ideos?
4. Please b ie ly desc ibe he condi ions you equi e o achie e ASMR sensa ions (e.g., busy oom, b igh ligh ing, e c.)
5. Why you engage in ASMR expe ience?
ASMR expe ience: Tingling Sensa ion
1. Wha a e he ea lies age you can ecall ha ing an ASMR expe ience and desc ibe wha you eel and happenings?
2. How long does he ingling sensa ion ypically las ?
3. Wha do you eel a ingling sensa ion when wa ching ASMR ideos?
a. Whe e can you ingles o igina e? (Possible lis : Head, Shoulde s, Ches , Back, A ms, S omach/lowe abdomen,
Geni als, Hips, Legs, and Fee , e c.)
b. Does his ingling sensa ion always o igina e in one a ea o you body?
c. Do you eel his ingling sensa ion mo e on one side o you body han he o he ? I yes, which side, o bo h
sides?
d. Which body a eas ha expe ience ingles when he sensa ion is mos in ense?
e. Is he ingling sensa ion igge ed mo e easily by hea ing in one ea han he o he ? (le ea , igh ea , o bo h
ea s a e he same)
ASMR expe ience: Mood and Sleeping issues
1. Wha do you eel ha wa ching ASMR ideos helps wi h you sleeping issues? How o en do you use ASMR ideos
o audio iles o help you go o sleep?
2. Wha do you eel ha wa ching ASMR ideos a ec s you mood? How o en do you use ASMR ideos o audio iles
o help you elax (bu no sleep)?
92
Appendix D
In e iew Two: The De ails o Expe ience
Ins uc ions:
1. A e ASMR exposu es and you choose o ake pa in one o he school ac i i ies (such as
g oup p ojec s, assignmen s, gene al examina ion, win e spo s ac i i ies, Ch is mas pa y
o ganiza ion, o o he g oup ac i i ies.) and hen answe he ollowing in e iew ques ions.
2. In he ollowing each ques ion, you need o hink and eel mo e abou he e ec o ASMR
exposu es on wellbeing.
3. You can y o use you au obiog aphical memo y, expe ience, me apho , and imagina ion o
answe he ques ions when you eel some hing o be elici ed du ing he engagemen o
ac i i ies and ASMR.
4. You can y o wa ch di e en ypes o ASMR gen es o igge mo e expe iences.
5. In he answe , he bes you desc ibe he de ails o ASMR Video (cha ac e is ics) how o a ouse
and a ec you wellbeing.
Ques ions/Explo a ions:
1. How and wha do you eel con en ed, joy ul, and posi i e?
2. How and wha do you eel exci ed and in e es ed in hings (e.g., schoolwo k and asks)?
3. How do you lose ack o ime while doing some hing you enjoy and become abso bed in wha
you a e doing?
4. How and wha do you ge help and suppo om o he s when you need i ?
5. How ul illed and sa is ied a e you wi h you ela ionships (P omp : Pa en , Pee , and Teache -
s uden )?
6. Ha e you been eeling lo ed? How?
7. How do you lead a pu pose ul and meaning ul school li e (e.g., lea ning ask)?
8. How do you eel you ha e a sense o di ec ion in you school li e?
9. Can you ell me abou any imes, i any, you eel ha ASMR expe ience has in luenced o been
a pa o you schoolwo k o ac i i ies in any way? P omp s: wi hin he uni e si y, wo king wi h
pee s.
10. How do you eel you a e making p og ess owa ds accomplishing you goals in he uni e si y?
93
Appendix E
ASMR digi al lye
94
Appendix F
Coding scheme on ASMR & Wellbeing
Va iables
Code
Concep ualiza ion & Ope a ionaliza ion
Media E ec s
Condi ional
(P edic o s/Mode a o s)
Disposi ional
P1
 All pe son-based cha ac e is ics ha may enhance hei suscep ibili y o media
e ec ;
 Including gende , pe sonali y/ empe amen , cogni ion (e.g., sc ip s; and schema a),
a i udes, mo i a ions, iden i y, and moods (e.g., sadness, happiness) ha e been
shown o p edispose media use
De elopmen al
P2
De ined as he selec i e use o and esponsi eness o media due o cogni i e,
emo ional, and social de elopmen
Social
P3
De ined as all social-con ex ac o s ha may enhance o educe media e ec s, such
as pa en ing s yle, media-speci ic pa en ing, o pee p essu e
Indi ec E ec s (media o s)
Media use
B1
 Func ions as he media o s be ween an indi idual o social a iable and ou comes
o media use
 Media use is e e ed o he in ended use o media ypes, con en , and
echnologies and includes a a ie y o ac o s such as media con en exposu e,
media channels selec ion, and equency and leng h o media use
Media esponse
s a es
B2
 Cogni i e esponse s a e (R1) e e s o media use s selec i ely a end o and
in es cogni i e e o o unde s and media con en , which is ope a ionalized he e
as sel - epo ed concen a ion as well as physiological hea a e. Concep s like
cogni i e abso p ion, eali y pe cep ion, he cogni i e dimensions o empa hy (i.e.,
pe spec i e- aking)
 Emo ional esponse s a es (R2) a e concep ualized as all a ec i e eac ions o
media con en (i.e., he message, he s o yline, and he ica ious a ec i e
eac ions o cha ac e s). The emo ional dimension o s a e empa hy (i.e., he
expe ience o emo ions ha a e simila o hose expe ienced by media cha ac e s)
and sympa hy (conce n o media cha ac e s) a e also seen as emo ional
esponse s a es; and ope a ionalized as posi i e and nega i e sel - epo ed
emo ions
 Exci a i e esponse s a es (R3) e lec he deg ee o physiological a ousal in
esponse o media con en , which ope a ionalizes as sel - epo ed and
physiological a ousal
Media e ec s
B3
 (Fi s -o de ) media e ec s (B3) as a media o o o he (second-o de ) media
e ec s
 Media e ec s a e e e ed o as he delibe a i e and non-delibe a i e sho - and
long- e m wi hin-pe son changes in cogni ions, emo ions, a i udes, belie s,
physiology, and beha io ha esul om media use
T ansac ional E ec s
C
Media e ec s ha e a ecip ocal causal e ec on media p ocessing, media use, and he
di e en ial suscep ibili y a iables
PERMA Model
Posi i e emo ion
E1
 The eeling o happiness, joy, chee , and he many o he desc ip o s o good
eelings
 Enhance a en ion, help o gene a e c ea i e and lexible ideas, and b oaden he
sel -concep o include o he s mo e eadily
 Associa ed wi h g ea e sel - egula ion, ask pe sis ence, and goal adop ion
Engagemen
E2
This e e s o he connec ion one eels o he ac i i ies one is doing as well as eelings
o being abso bed in and ocused on hose ac i i ies. An ac i i y wi h a high le el o
engagemen in an ac i i y is also e e ed o as “ low.”
Rela ionship
E3
The eeling o being ca ed abou by o he s, socially in eg a ed, and suppo ed and
in ol es a sense o connec edness, lo ing, and sha ing emo ions wi h o he s ela ed o
sel -es eem, and ha inc ease in iendship quali y pe cep ion
Meaning
E4
 A eeling o doing some hing meaning ul and ha ing connec ed o some hing
bigge
 A sense o pu pose ha is closely ela ed o a sense o meaning in li e and
equen ly in ol es a p o-social o al uis ic in en such as a commi men o helping
o he s o imp o ing he wo ld
Accomplishmen
E5
 An indi idual’s pe cep ion o making p og ess owa d goals and ha ing a sense o
achie emen in one’s li e
 Desi e o achie e some hing (e.g., ha ing a pe se e ing a i ude) a he han one’s
ac ual accomplishmen s