Live Thrifting on Instagram for Full-Time Working Fathers

Clara Agnesia Herlambang *

Bina Nusantara University, Indonesia.

*Author to whom correspondence should be addressed.


Abstract

Aims: This study seeks to investigate the motivations behind the engagement of employed fathers in full-time positions with live thrifting content on Instagram.

Study Design: The research adopted a constructivist methodology, applying the Uses and Gratification Theory to analyze how full-time working fathers satisfy their needs and desires through engaging with live thrifting content on Instagram.

Place and Duration of Study: The research took place in Tangerang, Indonesia, spanning from October 2023 to May 2024.

Methodology: This research utilized phenomenology, involving interviews with four participants who are full-time employed fathers residing in Tangerang. These individuals typically work outside their homes for 8-12 hours daily, have at least one child, earn at least the Tangerang minimum wage (UMR), and regularly spend a minimum of 2 hours per day engaging with live thrifting content on Instagram.

Results: Within the realm of technological progress, live thrift shopping via Instagram provides an avenue for full-time employed fathers to temporarily break away from the fatigue of their jobs. Engaging in live thrift sessions offers them amusement and pleasure, often causing them to lose track of time. This phenomenon resonates with the Uses and Gratification Theory, suggesting that media consumption is guided by individuals' self-defined needs and objectives.

Conclusion: Live thrifting on Instagram has become a method for full-time working fathers to preserve their mental well-being amid the stresses and demands of life. They view live thrifting not as a detriment but as a source of entertainment and fulfillment.

Keywords: Live thrifting, uses and gratification theory, working fathers, social media


How to Cite

Herlambang, Clara Agnesia. 2024. “Live Thrifting on Instagram for Full-Time Working Fathers”. Journal of Education, Society and Behavioural Science 37 (5):1-8. https://doi.org/10.9734/jesbs/2024/v37i51318.