Abstract
M.Ed. (Educational Psychology)
With the increasing development of technology and the cyber world, a culture of social networking has been established. Social networking sites, such as Facebook™, became useful and popular tools, specifically for young adolescents, as it offers engaging opportunities to connect, communicate and interact with peers while enabling and sustaining interpersonal relationships. Given the stage of development in which they reside according to Erikson, adolescents place immense value on their social activity and connectedness, and therefore a positive self-identity and self-esteem becomes dependent on their social success. This study attempted to explore the possible psychosocial effects, specifically on the self-esteem of adolescents, who regularly interact on Facebook™. The research was conducted at an urban public school in the northern suburbs of Johannesburg. Participants for the individual interviews were selected based on how thoroughly they completed their questionnaires which I requested of this grade 10 group.
From the analysis of the data, four main categories emerged namely; positive and negative influences on self-esteem, deception on Facebook™, crystallisation of identity and dangers associated with Facebook™. Consistent with recent literature regarding social networking and its effects, the results suggested that there is a definite link between Facebook™ interaction and self-esteem and that the social interactions on Facebook™ can have both positive and negative effects on the self-esteem of the individual. It is however crucial to consider the dangers and detrimental effects on both the self-esteem and the safety of individuals. Furthermore interesting features that were illuminated by the research is the concept of deception on social networking sites and individuals’ tendency to deceive and mislead based on a desire to be accepted and to avoid criticism. Lastly the idea of individuals’ identity being crystallised through their social interaction on Facebook™ came through strongly. Recommendations made based on the findings include adapting the Life-Orientation curriculum to address social etiquette and moral guidelines pertaining to online behaviour and
interactions. Recommendations for future research include, amongst others, broadening the context and exploring this issue throughout the whole of South Africa and to observe differences between urban and rural areas.