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Uses and Gratification Theory –
Why Adolescents Use Facebook?
Ivan Tanta*
Maja Mihovilović**
Zrinka Sablić***
SUMMAry
Due to a dynamic development of the Web 2.0 and new trends in the social me- dia field that change on a daily basis, contemporary media research is shifting its focus to a greater extent on media users, their motivation and behavior in using social network sites in order to explain the extreme popularity of Face- book, Twitter, WhatsApp and other similar SNSs and mobile chat applications among the young. In this paper we wanted to explore the benefits of Facebook use among ado- lescents as well as which of their needs are gratified thereat. As the theoretical background we used the uses and gratification theory due to its user oriented approach. Furthermore, we wanted to test whether the uses and gratification concept is adequate for analyzing the motivation and behavior of SNSs users as suggested by some previous research. The survey comprising 431 adolescent Facebook users was conducted from Oc- tober to December 2013 in the City of Zagreb. The results have shown that most adolescents use Facebook for socializing and communicating with their friends, discussing school activities, setting up meetings and dates with friends as well as
***** (^) Ivan Tanta, PhD, Assistant Professor, Veleučilište VERN’/ VERN’ University of Ap-
plied Sciences, Trg bana J. Jelačića 3, 10000 Zagreb, 091/369-8088, ivan.tanta@vern.hr ****** (^) Maja Mihovilović, mag. comm., Veleučilište VERN’/ VERN’ University of Applied
Sciences, Trg bana J. Jelačića 3, 10000 Zagreb, 095/524-3035, maja.mihovilovic@ vern.hr ******* (^) Zrinka Sablić, mag. psych., Sveučilište Josipa Jurja Strossmayera u Osijeku / Josip
Juraj Strossmayer University of Osijek (PhD applicant), Trg Svetog Trojstva 3, 31000 Osijek, 098/902-7047, zsablic@unios.hr
Medij. istraž. (god. 20, br. 2) 2014. (85-110)
obtaining information about social events. The use of Facebook primarily grati- fies adolescents’ need for integration, social interaction, information and under- standing of their social environment. The uses and gratification theory proved thereby to be an adequate background for the analysis of the results.
Key words: uses and gratification theory, Facebook, adolescents, social network sites, social media
Introduction
Due to a dynamic development of the Web 2.0 and new trends in the social me- dia field that change on a daily basis, one part of contemporary media research is shifting its focus to a greater extent on the media users, who at the same time consume and create the Internet content (Gallion, 2010: 3). Apart from standard content analysis, research that focuses on social media users’ motivation and beha- vior is interesting as well (Gallion, 2010; Bumgarner, 2007; Quan-Hasse, Young, 2010; Smock et al., 2011; Raacke, Bonds-Raacke, 2008; Joinson, 2008; Froget, Ba- ghestan, Asfaranjan, 2013), for it can explain the extreme popularity of Facebook, Twitter, WhatsApp and other similar Internet applications among the young. This kind of research is also interesting in the context of media literacy – it explores why and in which manner users interact on social network sites as well as which of their features they use most frequently.
In this paper we wanted to explore the benefits of Facebook use among adolescents as well as which of their needs are gratified thereat. As a theoretical background we used the uses and gratification theory which took hold in recent years (as shown by research cited above) due to its user oriented approach, since in the history of mass communication has the user never been more active than nowadays.
Uses and gratification approach
Unlike mass media concepts and theories that emphasize the media influence, uses and gratification approach explores how and based on which motives recipients use the media as well as which gratifications are obtained thereat. While some ol- der theories suggested that the audience is passive and can be easily manipulated, e.g. magic-bullet and hypodermic needle theory, uses and gratification approach emphasizes positive motivation and active use of the media content that can gratify individual recipient’s needs (Griffin, 2012: 368). In its early stage of development (around 1950s-1980s) the approach focused on traditional media – radio, news-
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- Enjoyment (some people feel pleasure merely by watching television);
- Social interaction (creating a feeling that we are connected with others by watching television, for example we can discuss the television content);
- Relaxation (e.g. after work or before going to bed);
- Information (the need to be informed about social events);
- Excitement (e.g. watching a crime movie in which the conflict and violence create a sense of excitement).
In the later stage of the theory development (around mid 1980s), a distinction between gratification sought and gratification obtained was introduced. If grati- fication sought is not achieved, the recipient may stop using a particular media or consuming a particular media content. On the other hand, the recipient may obtain a gratification he/she hasn’t initially sought. In some later classifications a habit was introduced as another motive for consuming media content (Kunczik, Zipfel, 2006: 192).
Advantages and disadvantages of the theory
The main advantage of the uses and gratification approach is that it gives an insight to motivation for consuming a particular media content, which complements the findings about the interaction between the media and its users. A simple fact that someone watches television four hours a day cannot give the full information abo- ut their motives or which of their needs are gratified thereat. For some recipients, a television is merely an acoustic background, escape from the feeling of being alone, for others it is a mean of relaxation or obtaining information, while some re- cipients seek excitement. The theory considers recipient’s individual motives, thus discarding an obsolete premise about passive media recipients all influenced by the media in the same manner (Griffin, 2012: 358).
But at the same time, here lies the main disadvantage of the theory. Katz, Gurevitch and Blumler hypothesized that media recipients are aware of their needs, that they can express them and then link them to different media uses which gratify those needs. But it cannot be claimed with certainty that recipients are always aware of their needs and that they can articulate them. For instance, someone will consume a particular media content to gratify the need to escape, but will at the same time give a different response (consciously or otherwise) when being surveyed for research purposes. Instead of stating the actual reason, he/she might state that the motive for consuming the media content is the need to be informed, and not escapism. But this is a potential threat in almost every research on attitudes and behavior (Galić,
Uses and Gratification Theory – Why Adolescents Use Facebook?
Jerneić, Belavić, 2009: 977). Research based on uses and gratification approach is no exception.
Facebook
Social network sites (SNSs) can be defined as a „web-based services that allow in- dividuals to (1) construct a public or semi-public profile within a bounded system, (2) articulate a list of other users with whom they share a connection, and (3) view and traverse their list of connections and those made by others within the system” (Boyd, Ellison, 2008: 211).
In 2014, Facebook – one of the most popular SNSs according to the number of its users (URL: http://newsroom.fb.com/Key-Facts), celebrated its 10th anniversary since it was established in February 2004 by a Harvard student Mark Zuckerberg, current owner and CEO of the company. According to statistics for June 2014, Fa- cebook has 829 million daily active users and 1.32 billion monthly active users as of June 30, 2014 (URL: http://newsroom.fb.com/Key-Facts). The data for January 2014 show there are 1.6 million active Facebook users in Croatia (URL: http:// www.socialbakers.com/facebook-statistics/croatia). Facebook has thus become a new way of communicating and a new form of sociability, introducing new behavi- oral patterns (Kušić, 2010: 103).
Today, an average teenage user has around 200 Facebook friends (URL: http://bit. ly/1nUoUgr), which makes this SNS an integral part of everyday life of “digital natives” 1 and “iGeneration” 2. By using online SNSs, children and young people “create an identity (hybrid identities) thereby participating in the process of socia- lization that includes reading other users’ profiles and communicating with them” (Kušić, 2010: 105). It is interesting that in the last couple of years there has been an increase in the number of older Facebook users, age 35 to 54, who in January 2014 comprised 31.1. % of all Facebook users (URL: http://bit.ly/1aoUCN9).
Facebook’s features offer numerous possibilities. Almost all of them are designed to increase interaction and online communication dynamics as well as to keep users interconnected at all times, which is the basic idea of SNSs. On their personal pro- file, which can include user’s photograph and personal information, users can post text, photographs, videos or links to other Facebook or Internet content (in the sec- tion of the profile called the wall ). Users interconnect by sending each other a fri- end request, which can be accepted or dismissed by the receiver of the request. Once they are connected, users can search through their friends’ profiles as well as comment on or “like”^3 their posts.
Uses and Gratification Theory – Why Adolescents Use Facebook?
fferent needs, all cited research confirmed that SNSs users primarily gratify their need for integration and social interaction. It is evident that uses and gratificati- ons of SNSs include all five categories of human needs suggested by Katz, Gu- revitch and Haas. Therefore, the theory has proven to be an adequate theoretical background for SNSs research.
research aims, research questions and hypotheses
The aim of the research was to explore the benefits of Facebook use among ado- lescents as well as to find out which of their needs are gratified thereat – cognitive, affective, the need for personal identity, integration and social interaction or esca- pism (Katz, Gurevitch, Haas, 1973). The secondary goal was to find out whether adolescents use all of the Facebook features or do they mainly communicate (chat) with their friends and acquaintances. Before the beginning of the research, five re- search questions and hypotheses were formulated based on the theoretical backgro- und and previous research.
Within the uses and gratification approach, one of the needs gratified by the media use is the need for integration and social interaction (Katz, Gurevitch, Haas, 1973; Rubin 1981), especially pronounced in adolescence (Gielen, Roopnarine, 2004: 262). Furthermore, previous research mentioned earlier in the paper (Gallion, 2010; Bumgarner, 2007; Quan-Hasse, Young, 2010; Smock et al., 2011; Raacke, Bonds- Raacke, 2008; Joinson, 2008) have shown that SNSs users primarily gratify their need for integration and social interaction. Based on that, the first research question and hypothesis were formulated:
Q1: Do adolescents use Facebook mainly for social interaction?
H1: Adolescents use Facebook mainly to socialize and communicate with their friends.
One of the elements within the need for personal identity, for which SNSs have pro- ven to be useful, is sharing and seeking confirmation of personal attitudes (Bum- garner, 2007). The public character of SNSs gives the users an opportunity to si- multaneously share their attitudes, thoughts and emotions among a larger group of people. Furthermore, some adolescents are more inclined to express their attitudes on SNSs than in person (Schouten, 2007: 107), which may be of help to marginali- zed groups of adolescents (Cline, 2012: 9). Therefore, the second research question and hypothesis were formulated:
Q2: Do adolescents use Facebook to publicly express their attitudes?
H2: Adolescents use Facebook to publicly express their attitudes.
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SNSs give adolescents an opportunity for self-presentation, since they allow them much more freedom and control over how they will present themselves (Schou- ten, 2007: 107). Some of them will present themselves as older, more seductive, more beautiful or more outspoken, which is associated with their need for per- sonal identity (Schouten, 2007: 108). Therefore it was interesting to formulate a research question and a hypothesis linked to this type of adolescents’ behavior on SNSs:
Q3: Do adolescents use Facebook to present themselves the way they want to?
H3: Adolescents use Facebook to present themselves the way they want to.
Uses and gratification theory suggests that one of the motives for using the media is curiosity, the need to understand our environment and to be informed (Katz, Gu- revitch, Haas, 1973). This was confirmed by the research on uses and gratifications of SNSs as well (Gallion 2010; Joinson, 2008). The fourth research question and hypothesis were formulated:
Q4: Do adolescents use Facebook to follow^5 their friends and acquaintances?
H4: Adolescents use Facebook to follow their friends and acquaintances.
As mentioned earlier in the paper, a sense of pleasure can also be one of the grati- fications when consuming a media content, which is related to a general emotional state triggered by using a particular media (Katz, Gurevitch, Haas, 1973). Therefo- re another research question and hypothesis were formulated:
Q5: Do adolescents feel good when using Facebook?
H5: Adolescents feel mainly good when using Facebook.
research method
The survey comprising 431 adolescent Facebook users was conducted from Octo- ber to December 2013 in the City of Zagreb. Participants were divided into three age groups – early (138 students in seventh and eighth grade of elementary school), middle (143 students in first and second grade of high school) and late adolescence (150 students in third and fourth grade of high school) 6. Lower age limit was set to 13 years of age, given that children under 13 are not allowed to use Facebook, as stated in Facebook Statement of Rights and Responsibilities (URL: https://www. facebook.com/legal/terms). A paper-and-pencil survey was conducted in four ele- mentary and three high schools. Since the questionnaires were filled in in the pre- sence of a researcher, students were asked to participate in the survey only if they had a Facebook profile. A total of 450 questionnaires were distributed out of which 431 were valid.
Medij. istraž. (god. 20, br. 2) 2014. (85-110)
The time spent using Facebook varies through different age groups. Compared to younger age groups, participants in late adolescence spend most time using Face- book – 36.7 % of them spend 1 to 3 hours a day and 33.3 % spend less than 1 hour a day using it. Participants in middle adolescence also spend 1 to 3 hours a day (30.1 %) or less than 1 hour a day (27.2 %) using Facebook. The largest number of participants in early adolescence spend less than 1 hour a day using Facebook ( %), while others use it a couple of hours a month (21 %) and 1 to 3 hours a day ( %). A significant percentage of participants in late adolescence (12 %) spend 3 to 5 hours a day using Facebook and 14 % of participants in middle adolescence use it more than 5 hours a day.
Graph 1 Motivation for creating a Facebook profile^8 Grafikon 1. Motiv za otvaranje profila na Facebooku
Uses and Gratification Theory – Why Adolescents Use Facebook?
Most participants created a Facebook account based on an independent decision (E 83.3 %, M 76.2 %, L 64 %). The suggestion of a friend, if compared through the age groups, had most influence with participants in late adolescence (36 %), and
least influence with participants in early adolescence (16.7 %).
Graph 3 Autonomy of the decision to create a Facebook profile Grafikon 3. Samostalnost odluke o otvaranju profila na Facebooku
Graph 2 Time spent using Facebook Grafikon 2. Vrijeme provedeno na Facebooku
In the question regarding activities on Facebook (which type of activity are they mostly engaged in), participants were asked to choose three responses. The largest number of participants in every age group chose the same three responses – cha- tting with one or a couple of friends (E 87.6 %, M 88.1 %, L 90.7 %), browsing through and “liking” other people’s content (E 74.6 %, M 73.3 %, L 64%) and group chatting (E 31.2 %, M 49.7 %, L 42.7 %). To a lesser extent they post their own content (posts and comments, photographs, videos, their own artworks, they create groups, events, Facebook pages etc.) – E 29 %, M 26.6 %, L 35.3 %, browse through other people’s content without “liking” or sharing that content (E 26.1 %, M 22.4 %, L 26 %) and share their own content (E 21.1 %, M 21 %, L 26.7 %). Par- ticipants in early adolescence, compared to other two age groups, play Facebook games to a greater extent (E 26.1 % compared to M 18.2 % and L 11.3 %), while all age groups least frequently share other people’s content.
Uses and Gratification Theory – Why Adolescents Use Facebook?
their discontent are valued as completely incorrect by all participants. Apart from that, the results show that participants in middle and late adolescence do not use Facebook (statements valued as completely incorrect ) because others are using it, to increase the number of friends, to publicly express their attitudes, to show others what they are doing, to present themselves the way they want to, to get noticed by a person they like or to follow celebrities.
A lesser degree of disagreement ( incorrect ) was expressed for different statements by different age groups – participants disagree that they use Facebook because ot- hers are using it (E and M), to increase the number of friends (L), to show friends how they look on photographs (E and K), to publicly express their attitudes (E and L), so they wouldn’t feel alone (E), to escape from reality (E and L), to draw attention (E), to show others what they are doing (E and L), to present themselves the way they want to (L), to get noticed by a person they like (E and M), so others would confirm their attitudes (E and L) and to express their discontent (E and L). The largest percentage of participants in all three age groups valued the statements that they use Facebook to fill their free time and for relaxation as nor correct or incorrect.
Table 1 Uses and gratification of Facebook among adolescents Tablica 1. Koristi koje adolescenti ostvaruju korištenjem Facebooka
Why do you use Facebook? (uses/gratifica- tions)
Completely incorrect Incorrect^
Nor correct or incorrect Correct^
Completely correct E %
M %
L %
E %
M %
L %
E %
M %
L %
E %
M %
L %
E %
M %
L % To fill my free time 13.8^ 18.2^16 20.3^21 22.7^ 31.8^ 37.7^ 35.3^ 28.3^ 16.1^ 20.7^ 5.8^7 5. To find out what my friends are doing
5.1 9.9 7.3 13.1 11.9 14 26.8 27.9 30.7 40.5 41.9 36 14.5 8.4 12
To reduce boredom 16.7^ 7.6^6 13.8^ 11.2^ 13.3^ 26.1^ 27.3^ 36.7^ 27.5^ 29.4^ 26.7^ 15.9^ 24.5^ 17. To hang out with my friends 2.2^ 4.2^ 2.7^ 5.1^7 12 23.2^ 27.3^ 28.7^ 36.2^ 34.2^ 37.3^ 33.3^ 27.3^ 19. Entertainment 4.3^ 9.2^ 8.7^ 3.6^ 12.6^ 18.7^ 21.7^ 32.8^ 37.9^42 32.1^ 26.7^ 28.4^ 13.3^8 Others are using Facebook 24.7^ 26.5^32 27.6^ 25.9^ 20.7^ 28.9^ 22.4^ 22.7^13 15.4^ 17.9^ 5.8^ 9.8^ 6. To increase the number of friends
15.2 31.5 32.7 23.2 23.8 34 29.7 20.9 21.3 18.1 15.4 8.7 13.8 8.4 3.
Medij. istraž. (god. 20, br. 2) 2014. (85-110)
So friends can see how I look on photographs
44.2 58 58.1 29.7 14.7 25.3 13.8 11.9 10 9.4 8.4 3.3 2.9 7 3.
To publicly express my attitudes
21.6 39.1 34 32.6 18.9 27.3 31.2 24.5 24.7 10.1 11.9 10 4.3 5.6 4
The feeling of not being alone 40.6^ 62.9^64 32.6^ 19.6^ 24.7^ 16.7^ 9.8^8 7.9^ 2.8^ 1.3^ 2.2^ 4.9^2 To escape from reality 47.1^ 65.7^64 28.9^ 13.3^ 25.3^ 16.7^ 11.9^ 6.7^ 5.1^ 5.6^2 2.2^ 3.5^2 To inform myself about social events
8.7 4.9 3.3 8.7 10.5 6 23.2 24.5 28.7 43.5 48.9 50 15.9 11.2 12
To insult or slander others 68.7^ 69.9^ 71.3^ 20.3^ 13.3^20 7.2^ 4.9^6 0.7^ 4.2^ 0.7^ 2.9^ 7.7^2 To relax 13 18.8^ 19.3^ 15.9^ 19.6^ 23.3^ 35.5^ 28.7^ 30.7^ 23.3^ 22.4^22 12.3^ 10.5^ 4. To draw attention 47.1^ 69.2^ 67.9^ 28.3^ 18.2^ 22.7^ 12.3^ 7.7^6 6.5^0 2.7^ 5.8^ 4.9^ 0. To discuss sc- hool activities 5.1^ 6.3^ 4.8^ 6.5^ 3.5^ 3.3^ 12.3^ 18.2^ 7.3^ 44.9^ 44.7^ 47.3^ 31.2^ 27.3^ 37. To set up mee- tings and dates with friends
3.6 4.3 2 4.3 3.5 4 18.1 14.7 10.7 35.6 33.5 44 38.4 44 39.
To show others what I am doing 20.3^ 43.3^ 36.7^ 34.7^ 19.6^ 35.3^ 34.1^ 27.3^ 21.3^8 5.6^4 2.9^ 4.2^ 2. To present myself the way I want to
23.9 46.9 40 24.7 22.4 31.3 31.9 13.9 18 12.3 11.9 8 7.2 4.9 2.
Out of habit 23.2^ 14.6^ 9.3^ 14.5^ 16.8^12 31.2^ 23.1^ 29.3^ 18.1^ 29.4^38 13 16.1^ 11. To share the content I like 7.2^ 20.3^ 10.7^ 9.4^ 15.4^ 17.3^ 31.2^ 21.7^30 34.1^ 30.7^ 28.7^ 18.1^ 11.9^ 13. To get noticed by a person I like
18.1 42.6 43.3 33.3 25.2 24 26.1 17.5 16.7 14.6 7 9.3 7.9 7.7 6.
So others would confirm my attitudes
29.7 54.5 54 30.5 22.4 29.3 29.7 15.4 12.7 6.5 2.1 2.7 3.6 5.6 1.
To express my discontent 38.4^ 48.3^ 47.3^ 38.4^ 19.6^28 15.2^ 20.9^ 17.3^ 2.9^ 6.3^ 3.3^ 5.1^ 4.9^ 4. To follow celebrities 21 35 34 18.1^ 13.9^ 17.3^ 25.4^ 23.1^ 20.7^ 23.2^ 18.9^ 23.3^ 12.3^ 9.1^ 4.
Medij. istraž. (god. 20, br. 2) 2014. (85-110)
Early % Middle % Late %
- To discuss school activities 76.
To set up meetin- gs and dates with friends
77.5 To discuss school activities 84.
To set up meetin- gs and dates with friends
74 To discuss school activities 72
To set up meetin- gs and dates with friends
To entertain myself 70.4 To hang out withmy friends 61.5 To inform myselfabout social events 62
To hang out withmy friends 69.5 To inform myselfabout social events 60.1 To hang out withmy friends 56.
To inform myselfabout social events 59.4 To reduce boredom 53.9 Habit 49.
In the last question the participants were asked to state how they feel when using Facebook. Most participants in middle and late adolescence responded that they feel nor good or bad (M 44.7 %, L 52 %). On the other hand, the largest number of participants in early adolescence stated that they feel good (38.4 %) and mainly good (37 %), which is a significantly larger percentage compared to participants in middle and late adolescence which chose the same answers (mainly good – M 22. %, L 28.7 % and good – M 22.4 %, L 13.3 %). A small number of participants feel bad (E 0.7 %, M 2.1 %, L 2 %) or mainly bad (E 3.6 %, M 8.4 %, L 4 %) when using Facebook.
Table 2 Five dominant uses and gratifications of Facebook among adolescents Tablica 2. Pet dominantnih koristi uporabe Facebooka kod adolescenata
Graph 6 How adolescents feel when using Facebook Grafikon 6. Kako se adolescenti osjećaju zbog korištenja Facebookom
Uses and Gratification Theory – Why Adolescents Use Facebook?
Discussion
The results of the survey confirmed two out of five hypotheses. One hypothesis is partly confirmed, while two of them are refuted.
The analysis of the motivation for creating a Facebook profile indicates that gra- tifications sought by most participants were socializing and communication with friends (Graph 1). Another significant motive was the fact that their friends had profiles. In adolescence, the peer influence is growing stronger in a relation to the family influence. Thereby peers are becoming an important socialization factor in adolescents (Gielen, Roopnarine, 2004: 262). Therefore it was expected this parti- cular motive would be one of the dominant motives for creating a Facebook profile. The decision for creating it (Graph 3) was independent for majority of participants across all three age groups, although in the smallest percentage for participants in late adolescence (64%), and highest in early adolescence (83.3%). The reason for a higher percentage in middle and late adolescence may be the greater peer influence, which linearly increases from age 14 to 18 (Steinberg, Monahan, 2007: 1,531), gi- ven that participants created their profiles at that age.
The analysis of the 5-point Likert scale, in which 25 possible uses and gratificati- ons of Facebook were indicated (Table 1), shows that adolescents use Facebook to the greatest extent to socialize and communicate with friends. The largest number of participants confirmed they use Facebook to discuss school activities and so- cialize with friends (Graph 5). The results therefore confirm the first hypothesis: Adolescents use Facebook mainly to socialize and communicate with their friends , and are consistent with the findings of previous research. These gratifications are responsive to adolescents’ need for integration and social interaction, the need rela- ted to contact with friends and outside world, which is associated with the need for affiliation (Katz, Gurevitch, Haas, 1973, in: Tan, 1985: 235-236).
As adolescents grow, their focus on their family (inherent for early adolescence) weakens, while relations with friends grow stronger, securing a strong foothold for the development of social skills, exploring identity and create a sense of belonging (Lerner, Steinberg, 2009: 335). Communicating via SNSs is one of the modern met- hods of maintaining a contact with friends at any time, regardless of the physical proximity, which can enhance the sense of belonging. Therefore, this form of co- mmunication responds to adolescents’ needs mentioned above – when using Face- book, adolescents obtain the gratification which most of them stated as a dominant motivation for creating a profile (socializing and communicating with friends).
Uses and Gratification Theory – Why Adolescents Use Facebook?
of them stated that socializing and communication with friends were at the same time the motive for creating a profile as well as the benefit of Facebook.
Another explanation for a significant amount of time adolescents spend using Face- book, besides when gratification sought is achieved, is that they use it out of habit. Habit is one of the top five motives for using Facebook, confirmed by participants in early (31.1 %), middle (45.5 %) and late adolescence (49.4 %). Participants in early adolescence probably use Facebook for a shorter period of time compared to participants in middle and late adolescence. This could explain why this age group gives priority to other gratifications, such as entertainment, a gratification confirmed by 70.4 % of participants in early adolescence, which responds to their affective needs.
The second and third hypothesis – Adolescents use Facebook to publicly express their attitudes and Adolescents use Facebook to present themselves the way they want to were related to adolescents’ need for personal identity – the need related to self-confidence, personal stability, integrity, social status, and the need for self-res- pect (Katz, Gurevitch, Haas, 1973, in: Tan, 1985: 235-236). Based on a theoretical background and some previous research regarding this particular gratification, it was assumed that Facebook can be used as a platform for public expression and confirmation of adolescents’ attitudes as well as a tool for self-presentation (e.g. presenting a certain lifestyle, posting selfies^9 , communicating personal interests etc.). But, most participants in all three age groups denied they use Facebook to pu- blicly express or get a confirmation of their attitudes or to express discontent (Table 1). When it comes to self-presentation, most participants in middle and late adoles- cence valued the statement they use Facebook to present themselves the way they want to as completely incorrect or incorrect, while participants in early adolescence valued the same statement as nor correct or incorrect. Furthermore, all three age groups denied they use Facebook to draw attention, to show others what they are doing at the moment, to show others how they look in photographs and to get noti- ced by a person they like. The results thus refute the second and third hypothesis.
But, since it is not very probable that not one motive for Facebook use is related to the need for personal identity, there is a possibility that participants were giving socially desirable responses regarding some statements in the Likert scale. The qu- estionnaire included self-evaluation so there was a possibility of participants’ self- deception while responding. According to socially desirable responding model su- ggested by Paulhus (1984), self-deception is “an unintentional socially desirable responding which reflects individuals’ true beliefs about themselves” (Galić, Jer- neić, Prevendar, 2008: 95). Thereby some evaluations may not reflect participants’
Medij. istraž. (god. 20, br. 2) 2014. (85-110)
real behavior. It is interesting that most of them (E 89 %, M 83.2 %, L 91.3 %) denied they use Facebook to insult or slender others (Table 1), while other research indicates that 44.4 % of children of age 11 to 18 experienced violence on Facebo- ok, 29.7 % act violently and 25.9 % of them both experienced violence and acted violently^10. The same research shows that 1 in 5 children was frequently receiving offensive messages or comments on Facebook, while every second child experien- ced the same thing at least once (URL: http://www.poliklinika-djeca.hr/aktualno/ri- jec-ravnateljice/nase-istrazivanje-koliko-vremena-i-uz-koje-rizike-djeca-provode- na-internetu-i-facebooku/). Based on the given data, it can be assumed that some participants in our research gave socially desirable responses.
The last hypothesis, Adolescents feel mainly good when using Facebook , was rela- ted to general emotional state the user can experience when using a particular me- dia. Most participants in middle and late adolescence responded they feel nor good or bad when using Facebook (Graph 6). Most participants in early adolescence feel good, and nearly the same percentage of them mainly good when using Facebook. A small number of participants responded they feel bad or mainly bad. Thereby the fifth hypothesis is partly confirmed. Since the categories “good” and “bad” are not specifically defined in terms of psychology, deeper conclusions about participants’ responses to the last question cannot be derived. But still, the results are interesting given that most participants obtained the gratifications they sought before creating a profile, as well as the fact they use Facebook up to three hours a day.
The results have shown that all three age groups use Facebook to the greatest extent to socialize and communicate with friends, which includes discussing school acti- vities and setting up dates and meetings with friends. Most adolescents chat whit one or a few friends, or with a larger number of friends within Facebook groups. This indicates that they don’t use some other Facebook features, or at least not in a significant extent (e.g. creating public Facebook pages or playing Facebook games). In the context of those findings, it is not surprising that in 2011 Facebook launched its own mobile chat application, the Facebook Messenger App for mobile devices. Furthermore, in February 2014 Facebook purchased WhatsApp, a popu- lar messaging application used by 450 million users (URL: http://www.whatsapp. com/?l=hr) for 19 billion dollars, as an attempt to win the market for messaging among younger users (URL: http://www.reuters.com/article/2014/02/19/us-whatsa- pp-facebook-idUSBREA1I26B20140219). When Facebook was purchasing What- sApp, its CEO Mark Zuckerberg wrote on his Facebook profile that Facebook’s mission is to make the World more open and connected, and that they support this mission by giving people the tools for exchanging any type of content with any group of people. Thereby Facebook Messenger and WhatsApp complement one
