| dc.description.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. | en_US |
