DETERMINACIÓN DEL ESPESOR DE LA PELÍCULA Y LÁMINA PLÁSTICA (véase el numeral 4.10)

Previous research has investigated social media use and young people in varied dimensions. One topic of particular interest is the motivation of social media use. Papacharissi & Rubin (2000) investigated the predictors of Internet use in the students in the United States and proposed that they were five motives to use the Internet. They consisted of social benefits, passing time, searching for information, convenience and entertainment. Then, Barker (2009) mentioned that the most important motivation for using social networking sites in the United States was communicating with close friends. After that, Luchman, Bergstrom, & Krulikowski (2014) proposed that the motivations for social media website use for young Americans consisted of fun-related dimension (i.e. entertainment) and content-specific dimension (i.e. searching for some information). Similarly, Lee & Choi (2014) revealed that social media use motivation in Americans and Koreans consisted of motivation for socializing, seeking for the self, seeking for information and entertainment. They also reported that different motivations would affect social media use differently. There were four motives for Thai university students’ social network sites. They consisted of making new friends, maintaining the relationship, passing time and following their friends (Dumrongsiri &

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Pornsakulvanich, 2010). Similarly, Thai people used social networking sites for passing the time, contacting friends, fashioning, maintaining the relationships, entertainment and recreation. In addition, Thai females were likely to use social networking sites to maintain their friendship than males (Pornsakulvanich & Dumrongsiri, 2013).

There is a large volume of published studies describing the factors of social media use. In the early stage, the macro-level research had been developed to investigate the Internet Connectivity in the Organization for Economic Cooperation and Development countries (OEDC) and shown that an economic development and policy about telecommunication could predict a level of Internet connectivity in these countries (Hargittai, 1999). The researchers also suggested that their outcomes could give the overall pictures about the differences of Internet use in these countries and the further research needed to focus on specific factors such as personal information (i.e. age, socioeconomic status and political views).

An adjustment is vital for adolescents to live in the technologized world because they had to encounter the major changes while they focused their social lives on their friends rather than their parents (Allen & Sheeber, 2009). Interestingly, social media was found to be relevant to adolescents’ identity. Turkle (2005) explained that the computers were a part of adolescents’ lives and they could get involved in adolescents’ identity development. Specifically, some adolescents focused on the computers and became experts in computers while most adolescents combined their computer skills with the identity development and used the computer for the personal or work-related purpose. Boyd (2007) also described that the adolescents’ identity development was long lasting and adolescents needed to be encouraged in every stage. It was shown that social media affected the way that adolescents spent their lives in their homes. Livingstone (2007) discussed the transition from the public culture to the private culture and the transition from the family television to the bedroom culture. Specifically, she described that the bedroom was seen as a place to fade away from family’s need previously but recently it was used as a private media centre for children and adolescents.

In addition, social media has been used as an important communication medium to support social bonding in young people. Barker (2009) found that females older adolescents tended to spend more time using social networking sites for communicating with friends, passing time and entertainment whereas males tended to

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use social networking sites for social compensation, social identity fulfilment and learning about the societies. She also mentioned that a transition from high school to college could be a hard time for some males who did not receive any support from their peer group. Therefore, they would probably search for an online support instead. For example, older adolescents who felt unsafe when they had face- to- face communication tended to use the Internet to communicate with other people and adolescents who did not have good relationship with their group, were likely to seek for their identity via social networking sites. Moreover, Thai adolescents who lived in Chiang Mai province had positive attitude toward a culture of using Information and Communication Technology (ICT) in their communities to maintain their relationship with relatives (Kemwimoottiwong, 2013).

Interestingly, Thais who were influenced by media and the people who were close to them tended to spend more time using social networking sites and Facebook (Pornsakulvanich & Dumrongsiri, 2013) whereas Jaruratanasirikul, Wongwaitaweewong, & Sangsupawanich (2009) reported that playing the electronic games could affect Thai adolescents’ academic performance due to the lessened time they would spend for educational or social purposes (friends and family). Liengpradit, Sinthupinyo, & Anuntavoranich (2014) also found that Thai college students used social media based on their activities because they tended to change their behaviours and follow their friends’ behaviours after seeing their friends’ online status. Moreover, the researchers revealed that Facebook use in Thai adolescents has changed over time from logging in several times a day to begin with, to logging in every time they see a notification. In other words, they go online more frequently, but spend less time per visit. This has happened because the lower price and accessibility of mobile phones and the Internet network development in Thailand (Liengpradit et al., 2014).

Nevertheless, social media have been beneficial for Thais in other ways. Lower secondary school students used social media sites to contact their friends and access some information which was difficult to achieve in their real lives (Wangcharoentrakul, 2010). Interestingly, Thai adolescents also used social media for political communication, for example, reading the political and social information, communicating with the group members and making the networks (Chainan, 2012). In addition, Thais used social media to achieve their goals. For example, a Big Tree Project used Facebook to provide their information about preserving the big tree in Bangkok to the audiences (Suwantarat, 2012), a dek-d website was developed for

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adolescents to exchange the academic and entertainment information (Anusasananunt, 2008) and an online social network was applied to develop a learning model to increase intercultural awareness for students who had learnt foreign languages (Sarasuphab, 2010).

3. 5 The relationship between social media, self- compassion and psychological