E-Thesis 891 views 362 downloads
Self-esteem and Social Media Dependency: A Comparative Analysis of Welsh- and English-Medium Pupils’ Perceptions / RICHARD JONES
Swansea University Author: RICHARD JONES
DOI (Published version): 10.23889/SUthesis.63767
Abstract
Despite not being officially recognized as an addiction, studies suggest social media dependency [SMD] retains similar traits as substance-based addictions and that adolescents are a group particularly at risk. Studies have shown significant positive correlations between SMD and depression, loneline...
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Swansea, Wales, UK
2023
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| Institution: | Swansea University |
| Degree level: | Doctoral |
| Degree name: | Ph.D |
| Supervisor: | Reed, Phil. and Reppa, Irene. |
| URI: | https://cronfa.swan.ac.uk/Record/cronfa63767 |
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| Abstract: |
Despite not being officially recognized as an addiction, studies suggest social media dependency [SMD] retains similar traits as substance-based addictions and that adolescents are a group particularly at risk. Studies have shown significant positive correlations between SMD and depression, loneliness, and social anxiety. SMD has also shown a significant negative association with self-esteem. Research has yet to explore these relationships within a minority versus majority language comparative context, which is the objective of the thesis. The thesis used cross-sectional and longitudinal analyses (three equally-spaced timepoints over nine-months) incorporating quantitative and qualitative designs. There were 1,709 participants (Welsh/Bilingual-medium schools = 844; English-medium schools = 865) aged 12- to 15-years with a mean age of 13.61 years (standard deviation ±.933). All schools were State-maintained and located within Wales. At timepoint one, five Welsh/Bilingual- and four English-medium schools took part. Two Welsh/Bilingual-medium schools dropped out after timepoint one. SMD analysis (Chapter Four) showed a difference between school types but no difference between Welsh/Bilingual-medium attending first language Welsh- [FLWs] and English-speakers [FLEs]. The suggested reason for the difference between the school types was a marginalization of Welsh/Bilingual-medium FLWs’ and FLEs’ first languages within the social media and school environments, respectively. A difference in self-esteem (Chapter Five), depression, loneliness, and social anxiety (Chapter Six) scores was shown for FLWs and FLEs, also, with FLEs showing the poorer scores. The suggested reason was FLWs benefiting in terms of social identification processes and close affiliation to the Welsh language, culture, and community. Structural equation modeling [SEM] (Chapter Seven) indicated that first language mattered whenever SMD predicted self-esteem, depression, loneliness, and social anxiety. Longitudinal analyses (Chapter Eight) showed no difference in FLWs’ and FLEs’ SMD representation at low, medium and high levels over time, but a greater number of FLEs were represented at low self-esteem levels over time. Qualitative analysis (Chapter Nine) suggested FLWs identified a greater array of technical barriers to using Welsh on social media. In conclusion, the suggestion is an individual’s first language matters regarding self-esteem, depression, loneliness, and social anxiety, but not SMD. However, whenever SMD acts as a predictor variable, an individual’s first language appears to play a pivotal role. |
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| Item Description: |
A selection of content is redacted or is partially redacted from this thesis to protect sensitive and personal information. |
| Keywords: |
Welsh Language, English Language, Welsh-Medium Schools, English-Medium Schools, Social Media Dependency, Self-Esteem, Depression, Loneliness |
| College: |
Faculty of Medicine, Health and Life Sciences |