RELATIONSHIP BETWEEN EXPOSURE TO MEDIA AND PSYCHOSOCIAL DEVELOPMENT AMONG ADOLESCENT SECONDARY SCHOOL STUDENTS IN WESTERN KENYA: THE MODERATING ROLE OF PARENTAL INVOLVEMENT

Abstract

The purpose of the study was to investigate the relationship between media exposure and psychosocial development, along with the moderating role of parental involvement, among adolescent students in Kakamega, Kisii, and Siaya Counties, Kenya. The objectives were: to assess the patterns of access to media, to find out the relationship between exposure to media and aggression, to establish the relationship between exposure to media and self esteem, and to determine the role of parents in moderating the effect of media on psychosocial development among adolescent students in Kakamega, Kisii and Siaya Counties. This study was based on an eclectic model derived from Albert Bandura’s Social Learning Theory, Leon Festinger’s Social Comparison Theory, and the Psychosocial Development theory by Erick Erickson. Descriptive survey and correlational research designs were applied. The study population comprised 190,555 students, 190,555 parents and 2034 teachers. Using Krecjie and Morgan’s sample size formula, a total sample size of 417 students was used in the study, as well as 56 parents and 48 teachers. The study sample was selected using stratified random sampling method. Data was collected using a questionnaire, interview schedule, focus group discussion guide and content analysis schedule, as well as the Adolescent Peer Relations Instrument and the Rosenberg Self Esteem Scale. A pilot study was conducted involving 42 students, 8 parents, 8 teachers from Vihiga County, as well as 4 coders to assess the reliability of the instruments. The questionnaire yielded a Cronbach's Alpha coefficient of 0.87. Face validity was evaluated by a panel from the Department of Education Psychology, Masinde Muliro University of Science and Technology. Quantitative data was analyzed using descriptive statistics in form of frequency counts and percentages as well as Spearman’s rho and ordinal regression analysis. Qualitative data was transcribed, put into various categories and reported in an ongoing process as themes and sub-themes emerged. Findings show that 38.4% of respondents used social media most frequently, with 31% spending over six hours daily, 34.6% primarily for entertainment, and 40.7% using it unsupervised by parents. Television showed the highest correlation with aggression (r=0.211, p=0.000) and the strongest predictive value (r=0.218, p=0.001). Mobile phones had the strongest correlation with self esteem (r=0.101, p=0.049) but also the highest predictive power (r=0.080, p=0.043). Parents were minimally involved in their adolescents' use of mobile phones (16%) and social media (15%), but intervened more in their use of radio (40%) and television (29%). After accounting for parental involvement, the correlation between television exposure and aggression decreased slightly from 0.218 to 0.212, remaining statistically significant. Similarly, the negative correlation between mobile phone exposure and self-esteem increased from -0.080 (p = 0.043) to -0.098 (p = 0.017), with greater statistical significance. This study recommends that schools incorporate social media into teaching by developing curriculum-based programs on media literacy and training teachers to use platforms like YouTube and educational apps. Parents should be engaged through school-led seminars on guiding responsible media use at home. Media regulatory bodies must also enforce stricter content guidelines for adolescents, with schools and parents encouraged to report violations through established channels.