| Summary: | This document includes 3 key sections; a systematic literature review, an empirical research study and a bridging document (linking both aforementioned documents). This thesis examines how teenagers’ electronic and social media use can impact wider areas of their lives including sleep, academic success and emotional wellbeing. The first chapter, the systematic literature review, critically reviews research literature surrounding how teenagers’ electronic media use impacts sleep and academic success. This review was modelled on recommendations by Petticrew and Roberts (2006). Seven pieces of research literature met the inclusion criteria and formed the basis of this review. Conclusions drawn from this review initially suggested teenagers’ self-reported screen media use impacted their sleep and academic success. Moderate correlations were found between large amounts of electronic media use, sleep duration and academic performance. This was particularly the case when using electronic media before bedtime and after ‘lights out’. Conclusions drawn from the literature review informed the empirical research area. The literature review identified a gap in research literature with regards teenagers’ perceptions about how social media use impacts wider areas of their lives including sleep, academic success, relationships and emotional well-being. Research in the literature review was predominantly quantitative; highlighting an absence of rich qualitative data. The bridging document (chapter 2) links both the systematic literature review and the empirical paper. It explores the research journey, outlining theoretical, ontological and epistemological underpinnings of both documents, and provides a rational to justify key research decisions. The empirical paper (chapter 3), explores teenagers’ perceptions about the wider impact of social media on areas such as sleep, academic success, emotional wellbeing and relationships. This was achieved through the use of a mixed methods design whereby an initial questionnaire was completed to gather both qualitative and quantitative data. Findings from the questionnaire informed questions explored in the 2 focus groups to gain a deeper understanding of how teenagers’ perceived social media use impacted wider areas of their lives. A thematic analysis was used to analyse qualitative data. Empirical findings suggested all teenagers who responded, reported to use some form of social media, however, frequency of use varied greatly. Social media use both positively and negatively affected the lives of many young people. Teenagers perceived social media use could negatively affect their sleep duration and ability to initiate sleep, in addition to causing sleep disruptions. Similarly, social media affected learning both in the classroom and at home. Teenagers also reported emotional wellbeing and relationships could be affected through social media use by causing anxieties about what was happening online and worry about experiencing cyberbullying or arguments. Conversely, teenagers perceived social media supported academic success through providing opportunities to learn online and receive support from others. Similarly, teenagers reported their relationships were strengthened online. These empirical findings can be utilised by Educational Psychologists and wider professionals to consider how teenagers can be supported in their social media use, to optimise benefits associated with its use and reduce negative effects.
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