Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.581668
Title: 'Am I bothered?' : using Q methodology to explore what bothers young people on Facebook
Author: Wint, F. E.
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2013
Availability of Full Text:
Access through EThOS:
Access through Institution:
Abstract:
Existing research into cyberbullying has tended to utilise surveys in order to understand the extent to which cyberbullying is experienced by young people in society. However, there has been little homogeneity between researchers when attempting to define cyberbullying and consequently there is disparity in how it has been operationalised. As well as this, recycling of the term ‘bullying’ brings with it certain presumptions and qualifications which may not be apt for social interactions in the new and ever evolving virtual world. Furthermore, it implicitly assumes that cyberbullying will bother young people, whilst simultaneously failing to acknowledge the situations which may bother young people but which do not constitute cyberbullying. In the present study the word ‘cyberbullying’ was thus omitted from use with participants in an attempt to circumvent the ‘trouble’ inherent with the term. The aim of this study was to gain an understanding of what bothers young people when on Facebook. A research methodology was sought which minimised the potential for researcher bias and maximised the opportunity for young people to give their personal account. Accordingly, Q methodology was employed to explore how 41 young people ranked 54 statements depicting hypothetical problem scenarios on Facebook. Participants sorted the statements according to personal significance from most agree (would bother) to most disagree (would not bother). The overall configuration of statements was subjected to factor analysis, from which a four factor solution was identified; ‘I want to protect others’; ‘I am worried about the dangers on Facebook’; ‘I know who I am and what I’m doing’; and ‘I don’t want any trouble’. The emergent social viewpoints were discussed further with four young people and an understanding was gained of what they perceived of Facebook; what action they would take if they experienced something negative on Facebook and what role they felt school should play in such situations. The findings were discussed in relation to existing literature, and the potential roles of schools and Educational Psychologists were considered. Limitations were acknowledged and recommendations for further research suggested.
Supervisor: Hughes, M. J. Sponsor: Not available
Qualification Name: Thesis (D.Ed.C.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.581668  DOI: Not available
Share: