{"title":"Turkish adolescents' anonymous use of social networking sites (SNSs): A phenomenological study","authors":"Elif Çimşir, Ramazan Akdoğan, Alper Akbayrak","doi":"10.1002/pits.23200","DOIUrl":null,"url":null,"abstract":"Despite the surging anonymous social media use among adolescents living in non‐Western countries, such as Turkey, existing studies have been conducted in a Western context and do not provide a holistic understanding of adolescents' lived experiences of anonymous social networking site (SNS) interactions. As a result, Turkish adolescents aged 12–15 years (<jats:italic>N</jats:italic> = 20) were interviewed about their lived experiences of anonymous SNS interactions, using a phenomenological qualitative approach. The authors identified 10 themes. Four themes address circumventing social norms and avoiding repercussions: mocking friends, seeking revenge, engaging in activism, and exploring and expressing self. Four themes pertain to initiating, developing, and testing relationships: exploring romantic relationships, testing friendships, seeking information about others, and gaining attention and/or popularity. Reflecting a major intrapersonal dynamic, another theme describes low self‐confidence/esteem. The final theme addresses a significant risk associated with the anonymous use of SNSs: increased risk of child sexual exploitation. The results provide important insights into the roles of anonymous online interactions in satisfying adolescents' developmental needs and indicate the importance of providing them with support and education to help them navigate the online world safely and responsibly.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"2014 1","pages":""},"PeriodicalIF":1.8000,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychology in the Schools","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1002/pits.23200","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
引用次数: 0
Abstract
Despite the surging anonymous social media use among adolescents living in non‐Western countries, such as Turkey, existing studies have been conducted in a Western context and do not provide a holistic understanding of adolescents' lived experiences of anonymous social networking site (SNS) interactions. As a result, Turkish adolescents aged 12–15 years (N = 20) were interviewed about their lived experiences of anonymous SNS interactions, using a phenomenological qualitative approach. The authors identified 10 themes. Four themes address circumventing social norms and avoiding repercussions: mocking friends, seeking revenge, engaging in activism, and exploring and expressing self. Four themes pertain to initiating, developing, and testing relationships: exploring romantic relationships, testing friendships, seeking information about others, and gaining attention and/or popularity. Reflecting a major intrapersonal dynamic, another theme describes low self‐confidence/esteem. The final theme addresses a significant risk associated with the anonymous use of SNSs: increased risk of child sexual exploitation. The results provide important insights into the roles of anonymous online interactions in satisfying adolescents' developmental needs and indicate the importance of providing them with support and education to help them navigate the online world safely and responsibly.
期刊介绍:
Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.