WHDL - 00013292
WHDL - 00013292
The adolescent generation is altered by rapid changes in technology, which makes them different from adults and their parents who grew up decades ago. The difference is that the development of the technology is actively engaged in the identity construction of the new generation. Therefore this study endeavored to analyze the construction of personal identity of selected Filipino adolescents of ages 13-17 from Greenhills Christian Fellowship-International Christian School. The researcher employed in-depth interviews, observations of the past three months of the participants' activities on Facebook, and a focus group discussion to gather sufficient information about the adolescents' identity construction through the use of Facebook. The interviews were audio and video recorded and transcribed. The data was coded and assertion was made as the data was analyzed. The results are presented in narrative form according to five categories: 1) participant's general information; 2) participants' perception of Facebook; 3) participants' motives in using Facebook; 4) the use of Facebook by participants and its influence on personal identity on them; and 5) personal identity through Facebook. The research discovered that participants were strongly encouraged to use Facebook in order to stay connected with their peers that gave them the sense of belonging to a particular group. The use of Facebook was related to their immediate needs such as desire to be noticed, accepted, and popular among peers, and the development of self. Lastly, Facebook played a role in their identity development through providing an avenue for self-promotion, self-development, and gaining acknowledgment. The researcher concluded that the development of personal identity of participants through Facebook happened with the support of written and visual wall-posts, comments, and other Facebook features. Participants learned that data can be manipulated and thus they conveyed information they wanted others to view. They also intentionally avoided negative comments in order to protect themselves from distress and negative influence on their identity development. Thereby, this research process recommendations for parents to spend quality time with their children, for teachers to be more attentive to their pupils not only in face-to-face communication but also on Facebook, and for academic experts who work with youth and children to study the negative impact of Facebook on children's cognitive development and identity construction.
This collection contains the theses in fulfillment of the degree of Master of Arts in Christian Communication at Asia-Pacific Nazarene Theological Seminary.