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Early Adolescent Views on the Mediating Role of Social Network Sites Use on Peer Relations

D'Rozario, Veronica Anne; (2020) Early Adolescent Views on the Mediating Role of Social Network Sites Use on Peer Relations. Doctoral thesis (D.Ed.Psy), UCL (University College London). Green open access

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Abstract

With the proliferation and ever-growing popularity of social networking sites (SNSs) over the past decade, their impact amongst children and youth has made SNSs an integral part of their social lives. Subsequently, questions and concerns have arisen about young people’s engagement with SNSs and their implications for their social development. Current research on the impact of SNSs on peer relations is only starting to be understood and still a matter of intense debate. To date, little research has focused specifically on the early adolescent phase or considered the impact based on pupils’ social prominence or gender. This study built on previous research by examining the way early adolescents use SNSs with consideration of gender and social prominence. The study also explored the views of early adolescents on the perceived impact of SNS use on their peer relationships. The mixed-methods study was conducted with Year 8 pupils and involved the completion of 180 questionnaires followed by 14 semi-structured interviews. Analysis of the data showed that early adolescents frequently and avidly used SNSs and there were significant gender differences related to their use of SNSs. Many participants perceived that SNSs affected their relations with peers in both beneficial and detrimental ways. Key findings showed that SNSs were perceived to broaden opportunities to enhance peer relations, but at other times, complicated or amplified the social dynamics or experiences with peers online. Limitations, implications for EP practice and recommendations for future research are discussed.

Type: Thesis (Doctoral)
Qualification: D.Ed.Psy
Title: Early Adolescent Views on the Mediating Role of Social Network Sites Use on Peer Relations
Event: UCL (University College London)
Open access status: An open access version is available from UCL Discovery
Language: English
Additional information: Copyright © The Author 2020. Original content in this thesis is licensed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) Licence (https://creativecommons.org/licenses/by/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request.
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
URI: https://discovery.ucl.ac.uk/id/eprint/10107761
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