JOURNALS

PARENTING STYLES AND SELF-ESTEEM AS CORRELATES OF SOCIAL MEDIA ADDICTION AMONG UNDERGRADUATE STUDENTS OF UNIVERSITY OF PORT HARCOURT

PARENTING STYLES AND SELF-ESTEEM AS CORRELATES OF SOCIAL MEDIA ADDICTION AMONG UNDERGRADUATE STUDENTS OF UNIVERSITY OF PORT HARCOURT

 

By

EGEONU, VINCENT M. O.

 

Department of Educational Psychology, Guidance and Counselling

Faculty of Education

University of Port Harcourt

 

ABSTRACT

The study investigated parenting styles and self-esteem as correlates of social media addiction among undergraduate students of University of Port Harcourt. Five research questions were answered while five corresponding null hypotheses were tested at 0.05 level of significance. Correlation research design was used for the study. A sample of 600 undergraduate regular students from a population of 29,765 was used for the study. Simple random sampling and accidental sampling was used to compose the sample. Instruments for data collection were titled Self-esteem scale (SES), Parenting Styles Survey (PSS) and Social Media Addiction Scale for Students (SMASS). The instruments were validated by the research supervisor and experts in Measurement and Evaluation. The reliability of the instruments was estimated using Cronbach reliability method. Reliability coefficients are as follows: authoritative parenting 0.69, authoritarian parenting 0.72, permissive parenting 0.79, uninvolved parenting 0.78, Self-esteem 0.74. Pearson product moment coefficient and special Z-test for significance of r-values were used to answer the research questions and hypotheses respectively. Findings revealed among others that there is a positive relationship between authoritarian parenting style and social media addiction among undergraduate students of University of Port Harcourt.

 

Keywords: Underachievement, Psychosocial and Undergraduate, 

 

 

 

Introduction

Social media usage has risen remarkably in recent years to the point where it affects every aspect of our lives negatively and positively. One could well be the focus of teasing and even derision if he or she does not regularly participate in social networking. Younger generations have grown up with advanced usage of technology, with current estimates noting that 73% of teens, ages 13-17, have smart phones (Lenhart, Duggan, Perrin, Stepler, Rainie, and Parker, 2015). With the increasing rate of cell phone usage and the extended options of social media applications, commonly called apps, such as Facebook, Twitter, Instagram, Snapchat, etc., it is rare for an adolescent or young adult not to regularly participate in at least one of these online activities. Research indicates that 92% of teens report going online daily (Lenhart, 2015) and 56% of online users participate in more than one of five social media platforms, e.g., Facebook, Twitter, Pinterest, LinkedIn, and Instagram (Greenwood, Perrin, and Duggan, 2016). Social media are applications that enable people to interact with each other and build social networks that increase social capital (Barnes, 2008).

According to Mary and Kathryn (2011), adults are using social networking sites more frequently in this modern era. Pew Internet surveys observed that 50% of adults are taking interest in using social networking sites and some of the researcher’s like Griffiths (2005), Echeburúa and de Corral (2010) observed that in the behaviour of addiction excessive use of social networking sites supposed to be a genuine addiction also. People are being very much addicted to the social networking sites and it is becoming their habits to check their profiles many times in a day, chat with the friends, checking daily updates of their friends, changing the status, commenting or sharing their photos and videos on the social networking sites (Gaudin, 2009). As a result, students are getting distracted from their academic works and they are unable to give their proper attention.

Overuse of social networking sites has an impact on psychological wellbeing in which the excessive use of the social networking sites has negative impact of addiction to social media is resulting in number of complex of psychological issues and disorders, one of these being a major condition is Fear of Missing Out. (Abbreviated to FOMO). Internet addiction is not yet considered a disorder by the psychiatric literature as evidenced by its non-exclusion in the Diagnostic and Statistical Manual of Mental Disorder (DSM-V), published by the American Psychiatric Association. However, an alarming rate of people show what are seemingly symptoms of addiction to cyberspace. Young people seem especially susceptible, with evidence underscoring students whose academic performance is compromised as they spend increasing amount of time online (Al-Menayes, 2014). Some also suffer health consequence resulting from lack of sleep brought about by the growing amount of time they spend on the Internet especially late at night.

Although the internet is a beneficial tool for youth, some children and adolescents are at risk of being victimized online (Finkelhor, 2000; Palfrey and Gasser, 2008). Past studies have reported that youths who spend time online are exposed to a variety of potential risks, including the risks of meeting dangerous people, exposure to deviant sexual content, contact with pedophiles, identity theft, encountering extreme sexual/violence or racist/hate material, being open to commercial exploitation and manipulation or misinformation, invasion of privacy, and unwelcome contact, to name a few (Keith and Martin, 2005; Livingstone, 2008). Excessive use of social media has become a problem in recent years, based on its ability to take away typical human interactions and replace them with conversations through the use of technology.

The internet is a medium over which parents often have very little control, few rules for use, with minimum parental supervision mostly due to their own lack of knowledge of the internet. In fact, many online activities are done alone, in an anonymous context. We are becoming more and more dependent on the internet, little is known about how various dimensions of information literacy affect the perceptions of how information literate we are and, in turn, how much internet risk is impacted. Besides negative impacts, the use of social media also has positive impacts.

In today's society, the family is still considered the principal agent of socialization. Within the family, children tend to behave in accordance to their parental upbringing and parenting style. Parenting styles are the representation of how parents respond to and make demands on their children. Parenting practices are specific behaviours, while parenting styles represent broader patterns of parenting practices. Categorizing parents according to whether they are high or low on parental demandingness and responsiveness creates a typology of four parenting styles: indulgent, authoritarian, authoritative, and uninvolved (Maccoby and Martin cited in Nancy, 2018).

Authoritative parents are warm but firm. Authoritative parents have high expectations for achievement and maturity, but they are also warm and responsive. These parents set rules and enforce boundaries by having open discussion and using reasoning. They are affectionate and supportive and encourage independence. This parenting style is also known as Democratic Parenting Style.

Authoritarian Parents display little warmth and are highly controlling. Although authoritarian and authoritative parenting styles have similar names, they have several important differences in parenting beliefs. While both parental styles demand high standards, authoritarian parents demand blind obedience using reasons such as “because I said so”. These parents use stern discipline and often employ punishment to control children’s behaviour.

Permissive Parents are very warm, but undemanding. They are indulgent and passive in their parenting, and believe that the way to demonstrate their love is to give in to their adolescent’s wishes. Permissive parents set very few rules and boundaries and they are reluctant to enforce rules. These parents are warm and indulgent but they do not like to say no or disappoint their children. Permissive parents invoke such phrases as, “sure, you can stay up late if you want to,” and “you do not need to do any chores if you don’t feel like it.” Permissive parents do not like to say no or disappoint their children.

Uninvolved Parents are not warm and do not place any demands on their teen. They minimize their interaction time, and, in some cases, are uninvolved to the point of being neglectful. Uninvolved parents are indifferent to their children’s needs, whereabouts, or experiences at school or with peers. Neglectful parents do not set firm boundaries or high standards. They are indifferent to their children’s needs and uninvolved in their lives. These uninvolved parents tend to have mental issues themselves such as maternal depression, physical abuse or child neglect when they were kids. Uninvolved parents invoke such phrases as, “I don’t care where you go,” or “why should I care what you do?” Uninvolved parents rarely consider their teen’s input in decisions and they generally do not want to be bothered by their teen.

Self-esteem was defined as ‘‘an individual’s positive or negative evaluation of himself or herself’’ (Smith, Mackie and Claypool, 2014). Self-esteem is also defined as a global barometer of self-evaluation involving cognitive appraisals about general self-worth and affective experiences of the self that are linked to these global appraisals (Murphy, Stosny and Morrel, 2005). Self-esteem could either be low or high. Persons with high self-esteem are more likely to persist in the face of difficult tasks than the low self-esteem persons (Baumeister, Campbell, Krueger and Vohs, 2003). It is upon this premise the researcher investigated the parenting styles and self-esteem as correlates of social media addiction among undergraduate students of University of Port Harcourt.

Review of Related Literature

Social media are applications that enable people to interact with each other and build social networks that increase social capital (Barnes, 2008). This massive phenomenon is changing the way we create and use content (Comm, 2010). As Comm (2010) suggested, the definition of social media is vague. In the broadest sense, it describes a form of publishing in which stories are exchanged rather than published within a community “like a chat in a restaurant” (Comm, 2010). In the narrowest sense, however, social media describes how publishers can distribute their messages to thousands of people, encouraging them to build strong connections and firm loyalty (Comm, 2010).

Addiction is defined as a “repetitive habitual pattern that increases risk of disease, personal and social problem; and experience the feeling of loose control” (Laitakari et al, 1998). According to Bilieux (2012), smartphone addiction is the loss of ability to properly regulate the use of smartphone to the point that it causes negative consequence in someone's daily life. Studies on smart phones suggest that its improper usage could lead to mental health symptoms and physical problems such as depression, preoccupation, and mood regulation under cyberspace activity (Young, 1998; Hagberg, 2011). These symptoms are similar to symptoms of substance abuse and addiction, such as compulsive behaviour, withdrawal, positive anticipation and tolerance (Kim, 2013).

Parenting is a complex activity that includes many specific behaviours that work individually and together to influence child outcomes. Although specific parenting behaviours, such as spanking or reading aloud, may influence child development, looking at any specific behaviour in isolation may be misleading. The construct of parenting style is used to capture normal variations in parents’ attempts to control and socialize their children (Baumrind, 1991). Two points are critical in understanding this definition. First, parenting style is meant to describe normal variations in parenting. In other words, the parenting style typology Baumrind developed should not be understood to include deviant parenting, such as might be observed in abusive or neglectful homes. Second, Baumrind assumes that normal parenting revolves around issues of control. Although parents may differ in how they try to control or socialize their children and the extent to which they do so, it is assumed that the primary role of all parents is to influence, teach, and control their children.

Sedikides and Gress (2003) defined self-esteem as an individual’s perception or subjective appraisal of one’s own self-worth, one’s feelings of self-respect and self-confidence and the extent to which the individual holds positive or negative views about self. Self-esteem is related to personal beliefs about skills, abilities, and social relationships. Self-esteem is also defined as a global barometer of self-evaluation involving cognitive appraisals about general self-worth and affective experiences of the self that are linked to these global appraisals (Murphy, Stosny and Morrel, 2005). By the same token, Wang and Ollendick (2001) stated that self-esteem involves an evaluation of oneself followed by an emotional reaction towards oneself. The evaluative and affective elements are present in all extant definitions and theories of self-esteem.

Statement of the problem

The increasing rate of social media usage among students has helped both negatively and positively to enhance their day to day activities. It could be observed by the researcher that most students use social media to while away time while others see it as a distraction to their academic activities thereby putting less energy and time to it. This raises the question of self-esteem as it could be observed that students’ self-esteem could determine their use of social media. Social media addiction has also affected the academic performance of most of these students as they spend more time on these sites than they spend on their academic works and this calls for concern as the researcher also observed that in spite of the social menace threatening the future of our students, some students still have time for their studies while others do not. More troublesome is the manner some of these students use their mobile phones while lecture is ongoing and this raises questions as to the home training given to these students from their various homes. The statement of the problem therefore is, do parenting styles and self-esteem relate with social media addiction among undergraduate students of University of Port Harcourt?

 

Objectives of the study

The aim of this study is to investigate parenting styles and self-esteem as correlates of social media addiction among undergraduate students of University of Port Harcourt. Specifically, the objectives of this study are to:

1. Examine the relationship between authoritarian parenting style and social media addiction among undergraduate students of University of Port Harcourt.
2. Investigate the relationship between authoritative parenting style and social media addiction among undergraduate students of University of Port Harcourt.
3. Determine the relationship between permissive parenting style and social media addiction among undergraduate students of University of Port Harcourt.
4. Examine the relationship between uninvolved parenting style and social media addiction among undergraduate students of University of Port Harcourt.
5. Determine the relationship between self-esteem and social media addiction among undergraduate students of University of Port Harcourt.

Research questions

This study was guided by three research questions as follows:

1. What is the relationship between authoritarian parenting style and social media addiction among undergraduate students of University of Port Harcourt?
2. What is the relationship between authoritative parenting style and social media addiction among undergraduate students of University of Port Harcourt?
3. What is the relationship between permissive parenting style and social media addiction among undergraduate students of University of Port Harcourt?
4. What is the relationship between uninvolved parenting style and social media addiction among undergraduate students of University of Port Harcourt?
5. What is the relationship between students’ self-esteem and social media addiction among undergraduate students of University of Port Harcourt?

Hypotheses

Three corresponding null hypotheses were tested at 0.05 level of significance to guide this study.

1. There is no significant relationship between authoritarian parenting style and social media addiction among undergraduate students of University of Port Harcourt.
2. Authoritative parenting style does not significantly relate with social media addiction among undergraduate students of University of Port Harcourt.
3. There is no significant relationship between permissive parenting style and social media addiction among undergraduate students of University of Port Harcourt.
4. Uninvolved parenting style does not significantly relate with social media addiction among undergraduate students of University of Port Harcourt.
5. There is no significant relationship between students’ self-esteem and social media addiction among undergraduate students of University of Port Harcourt.

Methodology

The correlational research design was adopted for the study. A total sample of 600 undergraduate students of University of Port Harcourt were used for the study. Simple random and accidental sampling was used to draw the sample. Three instruments used for the study are Self-esteem scale (SES), Parenting Styles Survey (PSS) and Social Media Addiction Scale for Student (SMASS). Instruments were validated by experts in Measurement and Evaluation. A reliability coefficient of 0.69 for authoritative parenting, authoritarian parenting 0.72, permissive parenting 0.79, uninvolved parenting 0.78 and Self-esteem 0.74. Pearson product moment coefficient and special Z-test for significance of r-values were used to answer and gtest the research questions and corresponding hypotheses respectively.

Research Question 1: What is the relationship between authoritarian parenting style and social media addiction among undergraduate students of University of Port Harcourt?

Hypothesis 1: There is no significant relationship between authoritarian parenting style and social media addiction among undergraduate students of University of Port Harcourt.

Table 1: Relationship between authoritarian parenting style and social media addiction among undergraduate students of University of Port Harcourt.

 

Authoritarian Parenting style	Pearson Correlation	1	.471**
	Sig. (2-tailed)		.07
	N	600	600
Social media addiction	Pearson Correlation	.471**	1
	Sig. (2-tailed)	.07
	N	600	600

Table 1 above shows that the correlation between authoritarian parenting style and social media addiction is 0.47 which indicates a low relationship. For two-tailed test, the observed correlation has probability level (p-value) of .07. The p-value of .07 is higher than the chosen 0.05 alpha. Therefore, the null hypothesis of no significant relationship between authoritarian parenting style and social media addiction among undergraduate students of University of Port Harcourt is accepted and the alternate rejected. This implies that there is no significant relationship between authoritarian parenting style and social media addiction among undergraduate students of University of Port Harcourt.

Research Question 2: What is the relationship between authoritative parenting style and social media addiction among undergraduate students of University of Port Harcourt?

Hypothesis 2: There is no significant relationship between authoritative parenting style and social media addiction among undergraduate students of University of Port Harcourt.

Table 2: Relationship between authoritative parenting style and social media addiction among undergraduate students of University of Port Harcourt.

authoritative parenting style	Pearson Correlation	1	.622**
	Sig. (2-tailed)		.001
	N	600	600
Social media addiction	Pearson Correlation	.622**	1
	Sig. (2-tailed)	.001
	N	600	600

 

Table 2 above shows that the correlation between authoritative parenting style and social media addiction is 0.62 which indicates a moderate relationship. For two-tailed test, the observed correlation has probability level (p-value) of .001. The p-value of .001 is lesser than the chosen 0.05 alpha. Therefore, the null hypothesis of no significant relationship between authoritative parenting style and social media addiction among undergraduate students of the University of Port Harcourt is rejected and the alternate accepted. This implies that there is significant relationship between authoritative parenting style and social media addiction among undergraduate students of University of Port Harcourt.

 

Research Question 3: What is the relationship between permissive parenting style and social media addiction among undergraduate students of University of Port Harcourt?

Hypothesis 3: There is no significant relationship between permissive parenting style and social media addiction among undergraduate students of University of Port Harcourt.

Table 3: Relationship between permissive parenting style and social media addiction among undergraduate students of University of Port Harcourt.

Permissive parenting style	Pearson Correlation	1	.773**
	Sig. (2-tailed)		.001
	N	600	600
social media addiction	Pearson Correlation	.773**	1
	Sig. (2-tailed)	.001
	N	600	600

 

Table 3 above shows that the correlation between permissive parenting style and social media addiction is 0.77 which indicates a high relationship. For two-tailed test, the observed correlation has probability level (p-value) of .001. The p-value of .001 is lesser than the chosen 0.05 alpha. Therefore, the null hypothesis of no significant relationship between permissive parenting style and social media addiction among undergraduate students of the University of Port Harcourt is rejected and the alternate accepted. This implies that there is significant relationship between permissive parenting style and social media addiction among undergraduate students of University of Port Harcourt.

Research Question 4: What is the relationship between uninvolved parenting style and social media addiction among undergraduate students of University of Port Harcourt?

Hypothesis 4: There is no significant relationship between uninvolved parenting style and social media addiction among undergraduate students of University of Port Harcourt.

Table 4: Relationship between uninvolved parenting style and social media addiction among undergraduate students of University of Port Harcourt.

 

uninvolved parenting style	Pearson Correlation	1	.810**
	Sig. (2-tailed)		.000
	N	600	600
social media addiction	Pearson Correlation	.810**	1
	Sig. (2-tailed)	.000
	N	600	600

Table 4 above shows that the correlation between uninvolved parenting style and social media addiction is 0.81 which indicates a high relationship. For two-tailed test, the observed correlation has probability level (p-value) of .000. The p-value of .000 is lesser than the chosen 0.05 alpha. Therefore, the null hypothesis of no significant relationship between uninvolved parenting style and social media addiction among undergraduate students of the University of Port Harcourt is rejected and the alternate accepted. This implies that there is significant relationship between uninvolved parenting style and social media addiction among undergraduate students of University of Port Harcourt.

Research Question 5: What is the relationship between students’ self-esteem and social media addiction among undergraduate students of University of Port Harcourt?

Hypothesis 5: There is no significant relationship between self-esteem and social media addiction among undergraduate students of University of Port Harcourt.

Table 5: Relationship between self-esteem and social media addiction among undergraduate students of University of Port Harcourt.

self-esteem	Pearson Correlation	1	.714**
	Sig. (2-tailed)		.006
	N	600	600
social media addiction	Pearson Correlation	.714**	1
	Sig. (2-tailed)	.006
	N	600	600

 

Table 5 above shows that the correlation between self-esteem and social media addiction is 0.71 which indicates a high relationship. For two-tailed test, the observed correlation has probability level (p-value) of .06. The p-value of .06 is greater than the chosen 0.05 alpha. Therefore, the null hypothesis of no significant relationship between students’ self-esteem and social media addiction among undergraduate students of the University of Port Harcourt is accepted and the alternate rejected. This implies that there is no significant relationship between students’ self-esteem and social media addiction among undergraduate students of University of Port Harcourt.

 

 

Discussion of findings

From table 1, it was revealed that there is positive relationship between authoritarian parenting style and social media addiction among undergraduate students of the University of Port Harcourt but the relationship is not significant. This indicates that undergraduate students from authoritarian parents are addicted to social media. This finding is contrary to that of Obinna (2014) where he stated among others that youths from authoritarian parenting style are not addicted to social media usage.

From table 2, it was revealed that there is a negative relationship between authoritative parenting style and social media addiction among undergraduate students of University of Port Harcourt and the relationship is significant. This indicates that undergraduate students from authoritative parents that are addicted to social media is not as a result of their parenting style but could be related to other factors. This finding disagree with that of Runsita (2009) where he stated among others that students from authoritative parents have a good use of social media and a non-significant few were addicted to social media. This variation could be as a result of difference in research area.

From table 3, it was revealed that there is a positive relationship between permissive parenting style and social media addiction among undergraduate students of University of Port Harcourt and the relationship is significant. This indicates that undergraduate students from permissive parents are addicted to social media. This finding agrees with that of Onovwakpor (2016) where he stated among others that there is a positive significant relationship between permissive parenting styles and social media addiction.

From table 4, it was revealed that there is a positive relationship between uninvolved parenting style and social media addiction among undergraduate students of University of Port Harcourt and the relationship is significant. This finding indicates that undergraduate students from uninvolved parents are addicted to social media. This finding agrees with that of Takpana (2003) where he stated among others that there is a negative relationship between uninvolved parenting styles and social media addiction. This study also agrees with that of Muguda (2012) where he stated that youths from uninvolved parenting styles are prone to social media usage as a result of no parental control.

Lastly, it was revealed that there is a negative relationship between self-esteem and social media addiction among undergraduate students of University of Port Harcourt but the relationship is not significant. This indicates that students that are addicted to social media is not as a result of their self-esteem but could be other psychological factors. This finding disagrees with Olokpa (2011) where he stated that students with low self-esteem are more addicted to social media than students with high self-esteem.

Conclusion

In view of the findings of this study, undergraduate students are addicted to social media as a result of their parenting style upbringing. It was also concluded that undergraduate students addicted to social media are from authoritarian, uninvolved and permissive parents. It was finally concluded that self-esteem do not determine a students’ addiction to social media.

Recommendation

In view of these, recommendations were made as follows;

1. Students should manage their time spent on social media sites.
2. Parents should monitor their children’s usage of social media sites.
3. Parents should instill in their children proper home training which may help them when they go out of home.
4. Students should use their mobile phones to enhance their studies rather than spend it social sites

 Contribution to knowledge

1. The study has established empirically that parenting styles significantly relate to social media addiction among undergraduate students of the University of Port Harcourt.
2.  This study has also empirically shown that self-esteem does not determine social media addiction among undergraduate students.

 

 

 

 

 

References

Al-Menayes, J. (2014). The relationship between mobile social media use and academic performance in university students. New Media and Mass Communication. 25; 23-29.

Barnes, S. B. (2008). Understanding social media from the media ecological perspective. In E. A. Konijn, S. Utz, M. Tanis, and S. B. Barnes (Eds.), Mediated interpersonal communication 14–33. New York: Routledge.

Baumeister, R. R., Campbell, J. D., Krueger, J. I. and Vohs, K. E. (2003). Does high self-esteem cause better performance, internpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest. 4, 1-44.

Billieux, J. (2012). Problematic use of the mobile phone: A literature review and a pathways model. Current Psychiatry Reviews, 8(4), 299–307.

Comm, J. (2010). Twitter power 2.0: How to dominate your market one tweet at a time. Hoboken: Wiley.

Echeburua, E., & de Corral, P. (2010). Addiction to New Technologies and to Online Social Networking in Young People: A New Challenge. Adicciones, 22, 91-95.

Finkelhor, D., Mitchell, K. and Wolak, J. (2000) Online Victimization: A Report on the Nation’s Young People. Washington, DC: National Center for Missing and Exploited Children.

Griffiths, M. D. (2005) A 'components' model of addiction within a bio psychosocial framework. J Subst Use 10: 191-197. Gaudin, Sharon. (2009, October 6). 54% companies ban facebook, twitter at work. Retrieved from http://www.computerworld.com/s/article/9139020/Study

Hagberg, M., Härenstam, A., and Thomée, S. (2011). Mobile phone use and stress, sleep disturbances, and symptoms of depression among young adults – a prospective cohort study. BMC Public Health, 11(1), 1.

Keith S and Martin ME (2005) Cyber-bullying: Creating a culture of respect in a cyber world. Reclaiming Children and Youth 13(4): 224–228.

Laitakari, J., Marttila, J., Miilunpalo, S., Nupponen, R., and Paronen, O. (1998). The versatile nature of physical activity – on the psychological, behavioural and contextual characteristics of health-related physical activity. Patient education and counseling, 33, 29–38.

Lenhart, A., Duggan, M., Perrin, A., Stepler, R., Rainie, H., and Parker, K. (2015). Teens, social media and technology overview 2015: Smart phones facilitate shifts in communication landscape for teens. Washington, DC: Pew Internet and American Life Project.

Mary, M. and Kathryn, Z. (2011) A report on online adults use social networking sites, Pew Research Center–Internet, science and tech available at www.pewinterest.org/2011/08/26/65-of-online-adults-use-socialnetworking-sites

Murphy, C. M., Stosny, S. and Morrel, T. M. (2005). Change in self-esteem and physical aggression during treatment for partner violent men. Journal of Family Violence, 20, 201-210.

Obinna, W. E. (2014) Influence of parenting styles on social media addiction among youths of Cross River state. Unpublished Bsc. Project. University of Calabar.

Onovwakpor, U. (2016). Relationship between socio-demographic factors influencing social media addiction among adolescents in Ughelli South Local Government Area of Delta state. Unpublished B.sc Project. Delta state University Abraka.

Runsita, M. H. (2009) Influence of authoritative parenting style on students social media usage in Ife Central Local Government Area (LGA) of Osun State, Nigeria. Unpublished M.sc Dissertation. Enugu state University.

Sedikides, C. and Gress, A. P. (2003). Portraits of the self. In M. A. Hogg and J. Cooper (Eds.), Sage handbook of social psychology (pp. 110-138). London: Sage.

Smith, E. R., Mackie, D. M., and Claypool, H. M. (2014). Social psychology. New York, NY: Psychology Press.

Takpana, A. W. (2003). Relationship between parenting styles and social media addiction Warri metropolis of Delta state. Journal of Special Education. 23 (12-24).

Wang, Y. and Ollendick, T. H. (2001). A cross-cultural and developmental analysis of self-esteem in Chinese and Western children. Clinical Child and Family Psychology Review, 4, 253-271.

Young, K. S. (1996). Internet addiction. The emergence of a new clinical disorder. Paper presented at the psychological association/Toronto/ortario/Canada.

 

 

 

 

• Prev
• Next