Parents’ perceptions of the impact of social media use on adolescent identity formation and safety
- Authors: Rochér, Stefné Elana
- Date: 2021-04
- Subjects: Identity (Psychology) in adolescence , Parent and teenager -- Safety measures , Online social networks -- Safety measures
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/51883 , vital:43381
- Description: Traditionally, parents were able to protect, monitor, guide, and support adolescents within the microsystem. However, in a society where the technosystemic digital world has entered microsystemic parent-adolescent interactions and the developmental process of adolescents’ identity formation, it is crucial to understand how parents experience and perceive the role that social media plays in their adolescent children’s identity development and safety. The primary aim of this study is to understand parents’ perceptions and experiences of social media use in adolescent identity formation and safety. The researcher utilised a qualitative research approach with an exploratory descriptive design. A non-probability purposive sample was employed, and telephonic semi-structured interviews were conducted with 15 participants. All of the participants were parents of adolescents between the ages of 12 and 18. Interviews were conducted until data saturation was reached. The participants’ responses were analysed using thematic analysis. Four categories arose from the data analysis and demonstrate that social media was perceived to have both a helpful and unhelpful impact on adolescents’ identity formation and safety. The first category refers to the perceived role social media plays in adolescents’ development of physical, gender, sexual, and social identity. The permanence of social media, the role parent-adolescent relationships play in adolescents’ online identity experiences, and identity commitment and exploration maturity emerged as key themes. The second category of key findings associated with social media and adolescents’ safety include social media violations, the mental health of adolescents, emotional regulation, identity formation, and reality illusion as themes that emerged from the data. The third category encompasses the resources that parents perceive to be of assistance in maintaining and enhancing safe social media use among adolescents, namely parent-adolescent relationships, remaining educated, and adjusting monitoring in a developmentally appropriate manner. The fourth category refers to a network of resources that parents apply to maintain and increase safe social media use by their adolescent children. Limitations of the study, recommendations for future research studies, and recommendations to support parents are discussed and described. , Thesis (MA) -- Faculty of Health Sciences, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Rochér, Stefné Elana
- Date: 2021-04
- Subjects: Identity (Psychology) in adolescence , Parent and teenager -- Safety measures , Online social networks -- Safety measures
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/51883 , vital:43381
- Description: Traditionally, parents were able to protect, monitor, guide, and support adolescents within the microsystem. However, in a society where the technosystemic digital world has entered microsystemic parent-adolescent interactions and the developmental process of adolescents’ identity formation, it is crucial to understand how parents experience and perceive the role that social media plays in their adolescent children’s identity development and safety. The primary aim of this study is to understand parents’ perceptions and experiences of social media use in adolescent identity formation and safety. The researcher utilised a qualitative research approach with an exploratory descriptive design. A non-probability purposive sample was employed, and telephonic semi-structured interviews were conducted with 15 participants. All of the participants were parents of adolescents between the ages of 12 and 18. Interviews were conducted until data saturation was reached. The participants’ responses were analysed using thematic analysis. Four categories arose from the data analysis and demonstrate that social media was perceived to have both a helpful and unhelpful impact on adolescents’ identity formation and safety. The first category refers to the perceived role social media plays in adolescents’ development of physical, gender, sexual, and social identity. The permanence of social media, the role parent-adolescent relationships play in adolescents’ online identity experiences, and identity commitment and exploration maturity emerged as key themes. The second category of key findings associated with social media and adolescents’ safety include social media violations, the mental health of adolescents, emotional regulation, identity formation, and reality illusion as themes that emerged from the data. The third category encompasses the resources that parents perceive to be of assistance in maintaining and enhancing safe social media use among adolescents, namely parent-adolescent relationships, remaining educated, and adjusting monitoring in a developmentally appropriate manner. The fourth category refers to a network of resources that parents apply to maintain and increase safe social media use by their adolescent children. Limitations of the study, recommendations for future research studies, and recommendations to support parents are discussed and described. , Thesis (MA) -- Faculty of Health Sciences, 2021
- Full Text:
- Date Issued: 2021-04
Reading identities: a case study of grade 8 learners' interactions in a reading club
- Scheckle, Eileen Margaret Agnes
- Authors: Scheckle, Eileen Margaret Agnes
- Date: 2015
- Subjects: Group reading -- South Africa , Reading (Middle school) -- South Africa , Literacy programs -- South Africa , Identity (Psychology) in adolescence , Identity (Psychology) in adolescence -- South Africa , Discourse analysis -- Social aspects , Critical realism
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1329 , http://hdl.handle.net/10962/d1017766
- Description: This study offers an account of reading clubs as a literacy intervention in a grade 8 English class at a former ‘Coloured’ high school in South Africa. Using Margaret Archer’s social realist methodology, it examines different practices of ‘reading’ used by learners in talking and writing about text. Archer’s analytical dualism and morphogenetic model provided an explanatory framework for this study. Analytical dualism allows for the separation of the parts (structural and cultural elements) from the people (the grade 8 learners) so as to analyse the interplay between structure and culture. The morphogenetic model recognises that antecedent structures predate this, and any study but that through the exercise of agency, morphogenesis, in the form of structural elaboration or morphostasis in the form of continuity, may occur. This study used a New Literacies perspective based on an ideological model of literacy which recognises many different literacies, in addition to dominant school literacies. Learners’ talk about books as well as personal journal writing provided an insight into what cultural mechanisms and powers children bring to the reading of novels. Understandings of discourses as well as of Gee’s (1990; 2008) construct of Discourse provided a framework for examining learners’ identities and shifts as readers. The data in this study, which is presented through a series of vignettes, found that grade 8 learners use many different experiences and draw on different discourses when making sense of texts. Through the separation of the structural and cultural components, this research could explore how reading clubs as structures enabled learners to access different discourses from the domain of culture. Through the process and engagement in the reading clubs, following Gee (2000b), learners were attributed affinity, discoursal and institutional identities as readers. It was found, in the course of the study, that providing a safe space, scaffolding, multiple opportunities to practice and a variety of reading material, helped learners to access and appropriate dominant literacies. In addition, learners need a repertoire of literacy practices to draw from as successful reading needs flexibility and adaptability. Reading and writing inform each other and through gradual induction into literary writing, learners began to appropriate and approximate dominant literacy practices. Following others who have contributed to the field of New Literacy Studies (Heath, 1983; Street, 1984; Gee 1990; Prinsloo & Breier, 1996), this study would suggest that literacies of traditionally underserved communities should not be considered in deficit terms. Instead these need to be understood as resources for negotiating meaning making and as tools or mechanisms to access dominant discourse practices. In addition the resilience and competition from Discourses of popular culture need to be recognised and developed as tools to access school literacies.
- Full Text:
- Date Issued: 2015
- Authors: Scheckle, Eileen Margaret Agnes
- Date: 2015
- Subjects: Group reading -- South Africa , Reading (Middle school) -- South Africa , Literacy programs -- South Africa , Identity (Psychology) in adolescence , Identity (Psychology) in adolescence -- South Africa , Discourse analysis -- Social aspects , Critical realism
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1329 , http://hdl.handle.net/10962/d1017766
- Description: This study offers an account of reading clubs as a literacy intervention in a grade 8 English class at a former ‘Coloured’ high school in South Africa. Using Margaret Archer’s social realist methodology, it examines different practices of ‘reading’ used by learners in talking and writing about text. Archer’s analytical dualism and morphogenetic model provided an explanatory framework for this study. Analytical dualism allows for the separation of the parts (structural and cultural elements) from the people (the grade 8 learners) so as to analyse the interplay between structure and culture. The morphogenetic model recognises that antecedent structures predate this, and any study but that through the exercise of agency, morphogenesis, in the form of structural elaboration or morphostasis in the form of continuity, may occur. This study used a New Literacies perspective based on an ideological model of literacy which recognises many different literacies, in addition to dominant school literacies. Learners’ talk about books as well as personal journal writing provided an insight into what cultural mechanisms and powers children bring to the reading of novels. Understandings of discourses as well as of Gee’s (1990; 2008) construct of Discourse provided a framework for examining learners’ identities and shifts as readers. The data in this study, which is presented through a series of vignettes, found that grade 8 learners use many different experiences and draw on different discourses when making sense of texts. Through the separation of the structural and cultural components, this research could explore how reading clubs as structures enabled learners to access different discourses from the domain of culture. Through the process and engagement in the reading clubs, following Gee (2000b), learners were attributed affinity, discoursal and institutional identities as readers. It was found, in the course of the study, that providing a safe space, scaffolding, multiple opportunities to practice and a variety of reading material, helped learners to access and appropriate dominant literacies. In addition, learners need a repertoire of literacy practices to draw from as successful reading needs flexibility and adaptability. Reading and writing inform each other and through gradual induction into literary writing, learners began to appropriate and approximate dominant literacy practices. Following others who have contributed to the field of New Literacy Studies (Heath, 1983; Street, 1984; Gee 1990; Prinsloo & Breier, 1996), this study would suggest that literacies of traditionally underserved communities should not be considered in deficit terms. Instead these need to be understood as resources for negotiating meaning making and as tools or mechanisms to access dominant discourse practices. In addition the resilience and competition from Discourses of popular culture need to be recognised and developed as tools to access school literacies.
- Full Text:
- Date Issued: 2015
An investigation into identity formation of school- going adolescents : application of the neo- eriksonian paradigm in an urban African context
- Authors: Vasi, Shirlee
- Date: 2014-06
- Subjects: Adolescence , Identity (Psychology) in adolescence , Youth
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26503 , vital:65482
- Description: The study drew on two approaches on identity formation, each postulating differing but complementary exploration components style and status in an effort to better understand the dimensions of identity formation as measured by the EOM EIS 2 and the ISI3. The sample of the study N 111 was socio/demographically diverse with respect to gender, age, race and language, with participants drawn from an urban high school setting in the Eastern Cape. Overall patterns of results revealed by Analysis of Variance ANOVA suggested that significant differences exist between adolescents with respect to gender and age in a South African context. No significant results were noted for the identity variables of race and language, with the identity variables of the EOM EIS 2 and the ISI3. Inter-correlations among the identity variables of the EOM EIS 2 and the ISI3 for the sample of school-going adolescents in this study were investigated. The findings provide evidence that the two instruments to a large extent carry a similar meaning theoretically within an African setting. , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2014
- Full Text:
- Date Issued: 2014-06
- Authors: Vasi, Shirlee
- Date: 2014-06
- Subjects: Adolescence , Identity (Psychology) in adolescence , Youth
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26503 , vital:65482
- Description: The study drew on two approaches on identity formation, each postulating differing but complementary exploration components style and status in an effort to better understand the dimensions of identity formation as measured by the EOM EIS 2 and the ISI3. The sample of the study N 111 was socio/demographically diverse with respect to gender, age, race and language, with participants drawn from an urban high school setting in the Eastern Cape. Overall patterns of results revealed by Analysis of Variance ANOVA suggested that significant differences exist between adolescents with respect to gender and age in a South African context. No significant results were noted for the identity variables of race and language, with the identity variables of the EOM EIS 2 and the ISI3. Inter-correlations among the identity variables of the EOM EIS 2 and the ISI3 for the sample of school-going adolescents in this study were investigated. The findings provide evidence that the two instruments to a large extent carry a similar meaning theoretically within an African setting. , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2014
- Full Text:
- Date Issued: 2014-06
The social identity and inter-group attitudes of white English- and Afrikaans-speaking adolescents
- Authors: Smith, Timothy Byron
- Date: 1996
- Subjects: Afrikaners -- Ethnic identity , Whites -- South Africa -- Attitudes , Teenagers -- South Africa -- Attitudes , Youth -- South Africa -- Attitudes , Identity (Psychology) in adolescence , Prejudices -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3059 , http://hdl.handle.net/10962/d1002568 , Afrikaners -- Ethnic identity , Whites -- South Africa -- Attitudes , Teenagers -- South Africa -- Attitudes , Youth -- South Africa -- Attitudes , Identity (Psychology) in adolescence , Prejudices -- South Africa
- Description: Issues of group identity and prejudice have played a large role in the history of South Africa. To examine differences between White English- and Afrikaans-speaking adolescents within the context of the "new" South Africa, data was collected from 553 high school students using a questionnaire which assessed aspects of these groups' perceptions of themselves (their identities), attitudes toward other racial groups (their prejudices), and beliefs about their rapidly changing socio-political environment. A discriminant function analysis conducted with these variables correctly identified group membership at a rate much higher than chance (p < .00001). Post hoc univariate analyses indicated that compared with Afrikaans-speakers, English-speakers demonstrated significantly less identification with their own culture, less racial prejudice but also less willingness to make retribution to those who were oppressed by Apartheid, and less concern/confusion over the recent changes which have taken place in the country. Descriptive and correlational analyses also provided additional, valuable information regarding the variables assessed in the study. Overall, the results seemed to indicate that the adolescent subjects of this study find themselves in a state of transition.
- Full Text:
- Date Issued: 1996
- Authors: Smith, Timothy Byron
- Date: 1996
- Subjects: Afrikaners -- Ethnic identity , Whites -- South Africa -- Attitudes , Teenagers -- South Africa -- Attitudes , Youth -- South Africa -- Attitudes , Identity (Psychology) in adolescence , Prejudices -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3059 , http://hdl.handle.net/10962/d1002568 , Afrikaners -- Ethnic identity , Whites -- South Africa -- Attitudes , Teenagers -- South Africa -- Attitudes , Youth -- South Africa -- Attitudes , Identity (Psychology) in adolescence , Prejudices -- South Africa
- Description: Issues of group identity and prejudice have played a large role in the history of South Africa. To examine differences between White English- and Afrikaans-speaking adolescents within the context of the "new" South Africa, data was collected from 553 high school students using a questionnaire which assessed aspects of these groups' perceptions of themselves (their identities), attitudes toward other racial groups (their prejudices), and beliefs about their rapidly changing socio-political environment. A discriminant function analysis conducted with these variables correctly identified group membership at a rate much higher than chance (p < .00001). Post hoc univariate analyses indicated that compared with Afrikaans-speakers, English-speakers demonstrated significantly less identification with their own culture, less racial prejudice but also less willingness to make retribution to those who were oppressed by Apartheid, and less concern/confusion over the recent changes which have taken place in the country. Descriptive and correlational analyses also provided additional, valuable information regarding the variables assessed in the study. Overall, the results seemed to indicate that the adolescent subjects of this study find themselves in a state of transition.
- Full Text:
- Date Issued: 1996
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