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Role of Global Media Use on Adolescent Development in South Africa
Unformatted Document Text:  Global Media Use in South Africa [ Similarly, a central supposition behind the uses and gratifications approach is that most media use situations can be conceived as goal-directed (Palmgreen & Rayburn, 1985). This outlook on media use suits the researchers who studies media use from various developmental perspectives, since it agrees with the proposition that adolescents use the media according to the developmental needs they want satisfied (Arnett et a., 1995). Likewise, Erikson (1968) viewed the period of adolescence as a period of exploratory self- analysis and self-evaluation in search of a cohesive sense of identity. Scholars believe such analytic phase begins with the acquisition of abstract reasoning skills (Larson, 1995), a hallmark characteristic of what psychologist Jean Piaget termed as formal operational period (Inhelder & Piaget, 1958; Miller, 1999). While children are ascribed with the sense of who they are through parental and societal influences before reaching adolescence, it is during adolescence that they deconstruct the ascribed sense of self and start restructuring it (Erickson, 1968). A study conducted by Boyes and Chandler (1992) identified as a consequence of going through adolescence the emergence of epistemic doubt and found it occurred as the children’s competency in reasoning move from (Piagetian) concrete operational period to formal operational period. As a child matured into the advanced period, more epistemic doubt he or she showed. There are cases in which media use is related to negative motivations. For instance, a group of teenagers reported that they regularly used heavy metal music because the music reflected their dire moods and affected their emotions (Wells, 1990; Arnett, 1991). Even so, it should easily be noticed that the teenagers are satisfying the needs or wishes to be independent, and probably making advance in the task

Authors: Lee, Anselm.
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Global Media Use in South Africa
[
Similarly, a central supposition behind the uses and gratifications approach is that
most media use situations can be conceived as goal-directed (Palmgreen & Rayburn, 1985).
This outlook on media use suits the researchers who studies media use from various
developmental perspectives, since it agrees with the proposition that adolescents use the
media according to the developmental needs they want satisfied (Arnett et a., 1995).
Likewise, Erikson (1968) viewed the period of adolescence as a period of exploratory self-
analysis and self-evaluation in search of a cohesive sense of identity. Scholars believe such
analytic phase begins with the acquisition of abstract reasoning skills (Larson, 1995), a
hallmark characteristic of what psychologist Jean Piaget termed as formal operational
period (Inhelder & Piaget, 1958; Miller, 1999). While children are ascribed with the sense
of who they are through parental and societal influences before reaching adolescence, it is
during adolescence that they deconstruct the ascribed sense of self and start restructuring it
(Erickson, 1968).
A study conducted by Boyes and Chandler (1992) identified as a consequence of
going through adolescence the emergence of epistemic doubt and found it occurred as the
children’s competency in reasoning move from (Piagetian) concrete operational period to
formal operational period. As a child matured into the advanced period, more epistemic
doubt he or she showed. There are cases in which media use is related to negative
motivations. For instance, a group of teenagers reported that they regularly used heavy
metal music because the music reflected their dire moods and affected their emotions
(Wells, 1990; Arnett, 1991). Even so, it should easily be noticed that the teenagers are
satisfying the needs or wishes to be independent, and probably making advance in the task


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