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Permanent link (DOI): https://doi.org/10.7939/R3416T991

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Social Network Activity and Social Well-Being in Emerging Adults Open Access

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Other title
Subject/Keyword
Facebook use
Emerging adults
Social well-being
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Leonard, Gemma A
Supervisor and department
Rinaldi, Christina (Educational Psychology)
Examining committee member and department
Whelton, William (Educational Psychology)
Beochler, Patricia (Educational Psychology)
Department
Department of Educational Psychology
Specialization
School and Clinical Child Psychology
Date accepted
2015-08-27T14:14:44Z
Graduation date
2015-11
Degree
Master of Education
Degree level
Master's
Abstract
Digital communication and social networking sites (e.g., Facebook) have become an integral part of adolescent and young adults’ daily life. The increasing presence of an online context raises concerns as to how digital communication influences our interpersonal relationships. The social well-being of adolescents is central to this issue particularly because they are the defining users of online communication platforms. Research has increasingly focused on how youth may engage social networking sites in the service of developmental needs. The current research investigated social network activity and indicators of well-being in a sample of University students who engage in Facebook use. In addition, this research has sought to extend previous research and examine the relationship between perceptions of social support across online and offline contexts. Participants reported on the types of Facebook activities they engage in, as well as their perceived levels of stress, loneliness and social support. The results suggest that the type of Facebook activity is an important factor when considering the relationship between social media use and emerging adults’ well-being. The discussion will focus on the potential positive and negative ways that emerging adults are engaging in social networking sites. The implications of this study can be used to inform future research as well as education initiatives for emerging adults.
Language
English
DOI
doi:10.7939/R3416T991
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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