Facebook use and emotions experienced by children in the view of their teachers

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Published: Jul 2, 2016
DOI: https://doi.org/10.17060/ijodaep.2016.n1.v2.230
Keywords:
children facebook emotions teachers

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Lilian da Silva Moreira
Instituto de Educação - Universidade do Minho
http://orcid.org/0000-0001-5247-9891
Zélia Anastácio
CIED - Instituto de Educação da Universidade do Minho
Altina Ramos
CIED - Institudo de Educação da Universidade do Minho

Abstract

Currently the social network most visited in the world is Facebook. In addition to allow us to have a personal profile we can share photos, videos, messages and other files. On Facebook it is also allowed to create closed groups where their members can interact through text, audio and video messages and/or images. Either this social network or the groups created within the same can be used improperly, but on the other hand, it can also be used to learn, to learn to do, to acquire knowledge, to develop the written language and other skills. Our study aimed to know the perception of early childhood educators and primary school teachers regarding the use of Facebook by children, as well as the emotions they manifest when using it. It was a cross-sectional study, for which we carried out and validated a specific questionnaire with closed questions about the use of these social network. The instrument was available and filled in online through Google Forms. It was a convenience sample, which included 75 individuals (69 women, 6 men) aged between 25 and 56 years. The results highlight that teachers and educators disagree essentially that children accept friend requests and communicate through Facebook chat with people who they do not know, agreeing more they use to communicate with family and friends, to join groups in order to learn and that they allow adults to access to their account. Regarding emotions and feelings greater disagreement was observed about the fact that children prefer staying on Facebook than in the presence of their friends and to feel dependent on the use of it. However, the highest level of agreement was obtained for the fact of children being boring if someone oblige them to leave Facebook.Currently the social network most visited in the world is Facebook. In addition to allow us to havea personal profile we can share photos, videos, messages and other files. On Facebook it is alsoallowed to create closed groups where their members can interact through text, audio and videomessages and/or images. Either this social network or the groups created within the same can beused improperly, but on the other hand, it can also be used to learn, to learn to do, to acquire knowledge,to develop the written language and other skills.Our study aimed to know the perception of early childhood educators and primary school teachersregarding the use of Facebook by children, as well as the emotions they manifest when using it.It was a cross-sectional study, for which we carried out and validated a specific questionnaire withclosed questions about the use of these social network. The instrument was available and filled inonline through Google Forms. It was a convenience sample, which included 75 individuals (69women, 6 men) aged between 25 and 56 years.The results highlight that teachers and educators disagree essentially that children accept friendrequests and communicate through Facebook chat with people who they do not know, agreeingmore they use to communicate with family and friends, to join groups in order to learn and that theyallow adults to access to their account. Regarding emotions and feelings greater disagreement wasobserved about the fact that children prefer staying on Facebook than in the presence of their friendsand to feel dependent on the use of it. However, the highest level of agreement was obtained for thefact of children being boring if someone oblige them to leave Facebook.

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How to Cite
Moreira, L. da S., Anastácio, Z., & Ramos, A. (2016). Facebook use and emotions experienced by children in the view of their teachers. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 2(1), 71–80. https://doi.org/10.17060/ijodaep.2016.n1.v2.230
Issue
Vol. 2 No. 1 (2016): PSYCHOLOGY, SCIENCE AND PROFESSION: LOOKING TO THE FUTURE.
Section
Articles
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Author Biography

Lilian da Silva Moreira, Instituto de Educação - Universidade do Minho

Lilian Moreira doutorando do programa de Ciências da Educação - Especialidade em Tecnologia Educativa com bolsa de investigação da FCT

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