Influence of Social Media and Identity Formation on Academic Self-Efficacy of Senior Secondary School Students in Ibadan, Oyo State
| dc.contributor.author | Esther EMMA-JIMO | |
| dc.date.accessioned | 2026-10-05T08:18:39Z | |
| dc.date.available | 2026-10-05T08:18:39Z | |
| dc.date.issued | 2025-12 | |
| dc.description.abstract | Adolescents today increasingly form identities and learning development through digital spaces that influence academic confidence. This study examined the influence of social media and identity formation on academic self-efficacy among senior secondary school students in Ibadan South West Local Government Area, Oyo State. Addressing a gap in Nigerian literature, the study applied the Uses and Gratifications Theory, Social Learning Theory, and Social Identity Theory to interpret adolescent development in a digital context. Three research questions guided this study with two hypothesis that were tested at 0.05 level of significance. An ex-post-facto research design was engaged. The target population comprised 6594 SS1 and SS2 students from public secondary schools in Ibadan South-West LGA. A sample size of 385 students was derived using Taro Yamane formula. Data were gathered through a validated self-designed questionnaire: The Social Media Usage Test (SMUT), Identity Formation Scale (IFS), Academic Self-Efficacy Scale (ASES), and Reflective Assessment tool (RATISE). Reliability coefficients of α =0.796, 0.779 and 0.720, confirmed, internal consistency. Data analysis employed descriptive statistics, Pearson correlation, and multiple regression while RATISE items were thematically analysised. Results indicated that students had a moderate level of academic self-efficacy (mean = 2.93), with social media use showing a significant positive correlation (r = .297, p < .001) and predictive power (β = .306, p < .001). The most exhibited identity behaviour among the respondents was self-expression. The joint effect of both variables accounted for 9.2% of the variance (R² = .092, F = 18.515, p < .001). The study concludes that purposive educational use of social media enhances academic self-efficacy. Based on the findings, it is recommended that stakeholders inculcate digital literacy and digital-based counselling programmes to support stable identity development and academic self-efficacy. Keywords: Academic Self-Efficacy, Social Media Platforms, Identity Formation, Digital Literacy, Counselling Programme. Word Count: 299 | |
| dc.identifier.citation | Kate Turabian | |
| dc.identifier.other | M.Ed | |
| dc.identifier.uri | https://repository.lcu.edu.ng/handle/123456789/1546 | |
| dc.language.iso | en | |
| dc.publisher | Lead City University Ibadan | |
| dc.relation.ispartofseries | M.Ed | |
| dc.subject | Academic Self-Efficacy | |
| dc.subject | Social Media Platforms | |
| dc.subject | Identity Formation | |
| dc.subject | Digital Literacy | |
| dc.subject | Counselling Programme. | |
| dc.title | Influence of Social Media and Identity Formation on Academic Self-Efficacy of Senior Secondary School Students in Ibadan, Oyo State | |
| dc.type | Thesis |