social media and its influence on child development essay

How social media affects children at different ages – and how to protect them

Associate Professor in Psychology and Lead, Cyberpsychology Research Group, Nottingham Trent University

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Daria Kuss does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

Nottingham Trent University provides funding as a member of The Conversation UK.

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A report from the UK’s communications regulator Ofcom confirms children are avid social media users.

Some 99% of children aged three to 17 used the internet in 2021. YouTube was the most popular platform, with 89% of children using it. Meanwhile, half of kids used TikTok, a popular site which allows users to watch and share short videos.

Most social media platforms require users to be aged 13 or older . Nonetheless, the report found that a majority of children under 13 had their own profile on at least one social media app or site. One-third of parents of children aged five to seven said their child had a profile, which rose to 60% among children aged eight to 11.

Overcoming these age restrictions is clearly not a difficult task. Children simply supply a fake age when setting up their account. Meanwhile, some children have multiple accounts on the same platform – one for their friends, and another for their parents.

The report also found that roughly 16% of three and four-year-olds watch videos on TikTok. This could be children being shown videos by a parent or somebody else, and does not mean they have their own account. But they are still being exposed to social media content at a very young age.

With these findings in mind, it’s timely to take a look at what we know about how social media use can affect children across different age groups.

The good and the bad

Engaging with social media can have both positive and negative effects on people, especially children. My colleagues and I have shown that social media use is important for emotional support, community building and self-expression among adolescents, but that it can negatively impact mental health and wellbeing as well.

In our work at the Cyberpsychology Research Group at Nottingham Trent University, we have talked to young adolescents, their parents and teachers about perceived challenges and online harms from social media use.

We found that the effects range from spending increasing amounts of time online, behaviour change due to anticipated judgement from peers, and sensory overload, to more serious cognitive and emotional consequences such as attention problems, stress and anxiety.

Read more: Protecting children in the metaverse: it's easy to blame big tech, but we all have a role to play

New research suggests that there appear to be differences across age groups with regards to the effects social media use can have on life satisfaction. In a large UK sample of over 17,000 young people aged ten to 21, researchers found the detrimental effects of high levels of social media use may be especially pronounced at ages 14-15 and 19 for boys, and 11-13 and 19 for girls.

Former Facebook employee Frances Haugen revealed in 2021 that internal Facebook research has repeatedly shown detrimental mental health impacts of Instagram use for young girls.

Separately, we know excessive screen time can be associated with symptoms of stress, anxiety, depression and addiction .

Recommendations from the American Academy of Pediatrics suggest no screen time for children under two, and a maximum of one hour per day for those aged two to five years, focused on high-quality content (for example, content which is educational).

While we don’t know exactly what kind of content young children are watching on social media, it’s unlikely to be high-quality, and could be harmful.

What can we do?

With the recently published online safety bill , the UK government aims to make the UK the safest place in the world to go online. Accordingly, we need to consider the potentially detrimental impacts internet use in general and excessive social media use specifically can have on young people, especially those who are vulnerable.

We need to see increased user protection (such as age verification measures) and harm prevention initiatives (such as school-based education about the benefits and potential harms of social media use).

We also need to see the involvement of community and government organisations in education and awareness campaigns, as well as a focus on increased corporate social responsibility , where the industry takes an active approach in designing products with the best interests of the user in mind.

Read more: Touchscreens can benefit toddlers – but it’s worth choosing your child’s apps wisely

While we discourage over-pathologising everyday behaviour – for example, we shouldn’t assume everyone who spends a few hours online has a problem with their internet use – problematic behaviour needs to be acknowledged and users need to be supported. This can prevent it leading to negative mental health consequences.

Support for young internet users needs to come from parents, teachers, governments and the social media industry. Parents can be encouraged to start an open dialogue with their children, which will build rapport and allow children to open up about their social media use.

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Understanding How Digital Media Affects Child Development

Technology and digital media have become ubiquitous parts of our daily lives. Screen time among children and adolescents was high before COVID-19 emerged, and it has further risen during the pandemic, thanks in part to the lack of in-person interactions.  

In this increasingly digital world, we must strive to better understand how technology and media affect development, health outcomes, and interpersonal relationships. In fact, the fiscal year 2023 federal budget sets aside no less than $15 million within NICHD’s appropriation to investigate the effects of technology use and media consumption on infant, child, and adolescent development.

Parents may not closely oversee their children’s media use, especially as children gain independence. However, many scientific studies of child and adolescent media use have relied on parents’ recollections of how much time the children spent in front of a screen. By using software embedded within mobile devices to calculate children’s actual use, NICHD-supported researchers found that parent reports were inaccurate more often than they were on target. A little more than one-third of parents in the study underestimated their children’s usage, and nearly the same proportion overestimated it. With a recent grant award from NICHD, researchers at Baylor College of Medicine plan to overcome the limitation of relying on parental reports by using a novel technology to objectively monitor preschool-age children’s digital media use. They ultimately aim to identify the short- and long-term influences of technology and digital media use on children’s executive functioning, sleep patterns, and weight. This is one of three multi-project program grants awarded in response to NICHD’s recent funding opportunity announcement inviting proposals to examine how digital media exposure and use impact developmental trajectories and health outcomes in early childhood or adolescence. Another grant supports research to characterize the context, content, and use of digital media among children ages 1 to 8 years and to examine associations with the development of emotional regulation and social competence. A third research program seeks to better characterize the complex relationships between social media content, behaviors, brain activity, health, and well-being during adolescence.

I look forward to the findings from these ongoing projects and other studies that promise to inform guidance for technology and media use among children and adolescents. Additionally, the set-aside funding for the current fiscal year will allow us to further expand research in this area. These efforts will help us advance toward our aspirational goal to discover how technology exposure and media use affect developmental trajectories, health outcomes, and parent-child interactions.

Social media brings benefits and risks to teens. Psychology can help identify a path forward

New psychological research exposes the harms and positive outcomes of social media. APA’s recommendations aim to add science-backed balance to the discussion

Vol. 54 No. 6 Print version: page 46

• Social Media and Internet

This was the year that social media itself went viral—and not in a good way. In March, President Joe Biden threatened to ban the Chinese-owned video-sharing site TikTok. In April, a bipartisan group of senators introduced legislation to ban kids under 13 from joining social media. In May, the U.S. surgeon general issued an advisory urging action to protect children online ( Social Media and Youth Mental Health: The U.S. Surgeon General’s Advisory , 2023 ). Just days earlier, APA issued its first-ever health advisory, providing recommendations to protect youth from the risks of social media ( Health Advisory on Social Media Use in Adolescence , 2023 ).

As youth mental health continues to suffer, parents, teachers, and legislators are sounding the alarm on social media. But fear and misinformation often go hand in hand. APA’s recommendations aim to add science-backed balance to the discussion. “There’s such a negative conversation happening around social media, and there is good reason for that. However, it’s important to realize there can be benefits for many teens,” said Jacqueline Nesi, PhD, an assistant professor of psychology at Brown University who studies technology use in youth, and a member of the APA panel that produced the health advisory. “Teens (and adults) obviously get something out of social media. We have to take a balanced view if we want to reach teens and help them use these platforms in healthier ways.”

[ Related:  What parents should know to keep their teens safe on social media ]

In 2023, an estimated 4.9 billion people worldwide are expected to use social media. For teens who grew up with technology, those digital platforms are woven into the fabric of their lives. “Social media is here to stay,” said Mary Alvord, PhD, a clinical psychologist in Maryland and adjunct professor at George Washington University, and a member of the APA panel. That doesn’t mean we have to accept its dangers, however. “Just as we decide when kids are old enough to drive, and we teach them to be good drivers, we can establish guidelines and teach children to use social media safely,” Alvord said.

Social media charms and harms

Even before the COVID-19 pandemic, rates of depression, anxiety, and suicide in young people were climbing. In 2021, more than 40% of high school students reported depressive symptoms, with girls and LGBTQ+ youth reporting even higher rates of poor mental health and suicidal thoughts, according to data from the U.S. Centers for Disease Control and Prevention ( American Economic Review , Vol. 112, No. 11, 2022 ).

Young people may be particularly vulnerable to social media’s charms—as well as its harms. During adolescent development, brain regions associated with the desire for attention, feedback, and reinforcement from peers become more sensitive. Meanwhile, the brain regions involved in self-control have not fully matured. That can be a recipe for disaster. “The need to prioritize peers is a normal part of adolescent development, and youth are turning to social media for some of that longed-for peer contact,” said clinical psychologist Mary Ann McCabe, PhD, ABPP, a member-at-large of APA’s Board of Directors, adjunct associate professor of pediatrics at George Washington University School of Medicine, and cochair of the expert advisory panel. “The original yearning is social, but kids can accidentally wander into harmful content.”

[ Related: Potential risks of content, features, and functions: The science of how social media affects youth ]

The potential risks of social media may be especially acute during early adolescence when puberty delivers an onslaught of biological, psychological, and social changes. One longitudinal analysis of data from youth in the United Kingdom found distinct developmental windows during which adolescents are especially sensitive to social media’s impact. During those windows—around 11 to 13 for girls and 14 to 15 for boys—more social media use predicts a decrease in life satisfaction a year later, while lower use predicts greater life satisfaction ( Orben, A., et al.,  Nature Communications , Vol. 13, No. 1649, 2022 ).

One takeaway from such research is that adults should monitor kids’ social media use closely in early adolescence, between the ages of 10 and 14 or so. As kids become more mature and develop digital literacy skills, they can earn more autonomy.

The cost of connection

The internet is at its best when it brings people together. Adults can help kids get the most out of social media by encouraging them to use online platforms to engage with others in positive ways. “The primary benefit is social connection, and that’s true for teens who are connecting with friends they already have or making new connections,” Nesi said. “On social media, they can find people who share their identities and interests.”

Online social interaction can promote healthy socialization among teens, especially when they’re experiencing stress or social isolation. For youth who have anxiety or struggle in social situations, practicing conversations over social media can be an important step toward feeling more comfortable interacting with peers in person. Social media can also help kids stay in touch with their support networks. That can be especially important for kids from marginalized groups, such as LGBTQ+ adolescents who may be reluctant or unable to discuss their identity with caregivers ( Craig, S. L., et al.,  Social Media + Society , Vol. 7, No. 1, 2021 ). In such cases, online support can be a lifeline.

“We know from suicide prevention research that it’s critical for people to know they aren’t alone,” Alvord said.

Kids also learn about themselves online. “Social media provides a lot of opportunities for young people to discover new information, learn about current events, engage with issues, and have their voices heard,” Nesi added. “And it gives them an opportunity to explore their identities, which is an important task of the adolescent years.”

Yet all those opportunities come at a cost. “There is a lot of good that can come from social media. The problem is, the algorithms can also lead you down rabbit holes,” Alvord said. Technology is expertly designed to pull us in. Features such as “like” buttons, notifications, and videos that start playing automatically make it incredibly hard to step away. At the extreme, social media use can interfere with sleep, physical activity, schoolwork, and in-person social interactions. “The risk of technologies that pull us in is that they can get in the way of all the things we know are important for a teen’s development,” Nesi said.

Research suggests that setting limits and boundaries around social media, combined with discussion and coaching from adults, is the best way to promote positive outcomes for youth ( Wachs, S., et al.,  Computers & Education , Vol. 160, No. 1, 2021 ). Parents should talk to kids often about social media and technology and also use strategies like limiting the amount of time kids can use devices and removing devices from the bedroom at night. Caregivers should also keep an eye out for problematic behaviors, such as strong cravings to use social media, an inability to stop, and lying or sneaking around in order to use devices when they aren’t allowed.

[ Related:   How much is too much social media use: A Q&A with Mitch Prinstein, PhD ]

In helping to set boundaries around social media, it’s important that parents don’t simply limit access to devices, Alvord added. “Removing devices can feel punitive. Instead, parents should focus on encouraging kids to spend time with other activities they find valuable, such as movement and art activities they enjoy,” she said. “When kids are spending more time on those things, they’re less likely to be stuck on social media.”

Dangerous content

Spending too much time on social media is one cause for concern. Dangerous content is another. Despite efforts by caregivers and tech companies to protect kids from problematic material, they still encounter plenty of it online—including mis- and disinformation, racism and hate speech, and content that promotes dangerous behaviors such as disordered eating and self-harm.

During the first year of the pandemic, when kids were spending more time at home and online, McCabe saw a flurry of new diagnoses of eating disorders in her teen patients and their friends. “These kids often reported that they started by watching something relatively benign, like exercise videos,” she said. But their social media algorithms doubled down on that content, offering up more and more material related to body image and weight. “It was an echo chamber,” McCabe added. “And several of my patients attributed their eating disorders to this online behavior.”

Unfortunately, McCabe’s observations seem to be part of a common pattern. A large body of research, cited in APA’s health advisory, suggests that using social media for comparisons and feedback related to physical appearance is linked to poorer body image, disordered eating, and depressive symptoms, especially among girls.

Other research shows that when youth are exposed to unsafe behaviors online, such as substance use or self-harm, they may be at greater risk of engaging in similar behaviors themselves. In a longitudinal study of high school students, Nesi and colleagues showed that kids who saw their peers drinking alcohol on social media were more likely to start drinking and to binge drink 1 year later, even after controlling for demographic and developmental risk factors ( Journal of Adolescent Health , Vol. 60, No. 6, 2017 ).

Cyberbullying is another source of worry, both for young people and their caregivers. Indeed, research shows that online bullying and harassment can be harmful for a young person’s psychological well-being. APA’s health advisory cited several studies that found online bullying and harassment can be more severe than offline bullying. The research showed it can increase the risk of mental health problems in adolescents—with risks for both perpetrators and victims of cyberhate.

Ingrained racism

Search engines and social media algorithms can expose adolescents to other types of cyberhate, including racism. In fact, online algorithms often have structural racism and bias baked in, in ways that White users might not even notice. Sometimes, the algorithms themselves churn out biased or racist content. TikTok, for instance, has come under fire for recommending new accounts based on the appearance of the people a user already follows—with the inadvertent effect of segregating the platform. In addition to this form of “algorithmic bias,” people of color are frequently subjected to what some researchers call “filter bias.” In one common example, the beauty filters built into sites like Instagram or Snapchat might apply paler skin or more typically White facial features to a user’s selfies.

Like microaggressions in offline life, online racism in the form of algorithmic and filter bias can take a toll on mental health, said Brendesha Tynes, PhD, a professor of education and psychology at the University of Southern California, and a member of the APA advisory panel. In an ongoing daily diary study with adolescents, she is finding evidence that people who are exposed to algorithmic and filter bias are at increased risk of next-day depression and anxiety symptoms.

“I’m an adult who studies these issues and who has a lot of strategies to protect myself, and it can still be really hard” to cope with online racism, she said. Impressionable teens who haven’t learned such strategies are likely to experience even greater psychological impacts from the racism they encounter every day on social media. “We’re just beginning to understand the profound negative impacts of online racism,” Tynes said. “We need all hands on deck in supporting kids of color and helping them cope with these experiences.”

Despite the drawbacks of technology, there is a silver lining. Tynes has found Black youth receive valuable social support from other Black people on social media. Those interactions can help them learn to think critically about the racism they encounter. That’s important, since her research also shows that youth who are able to critique racism experience less psychological distress when they witness race-related traumatic events online ( Journal of Adolescent Health , Vol. 43, No. 6, 2008 ).

Tynes said more research is needed to understand how online racism affects youth and how best to protect them from its harms.

“Different groups have vastly different experiences online,” she said. “We need more detailed recommendations for specific groups.”

A role for psychology

How to protect kids from online racism is just one of a long list of questions on researchers’ wish lists. Digital technologies evolve so quickly that kids are off to a new platform before scientists can finish collecting data about yesterday’s favorite sites. “There’s so much we still don’t know about this topic. That’s understandably frustrating for people because social media is impacting people’s lives as we speak,” Nesi said.

It’s likely some groups, and some individuals, are more susceptible than others to the negative effects of social media, she added. “We need more information about who is more vulnerable and who is more resilient, and what it is they’re doing online that’s healthy versus harmful.”

While there is a lot of work to be done, Nesi said, “we’re getting closer.” As APA’s recommendations make clear, there is ample evidence some types of content and online behaviors can harm youth. Adult role models can work together with teens to understand the pitfalls of technology and establish boundaries to protect them from dangerous content and excessive screen time.

Psychological research shows children from a young age should be taught digital literacy skills such as identifying misinformation, protecting privacy, understanding how people can misrepresent themselves online, and how to critically evaluate race-related materials online. One way to promote those skills may be to lean into teens’ inherent skepticism of grown-ups. “You can teach kids that a lot of people want something from them,” Alvord said—whether it’s a stranger trying to message them on Instagram, or TikTok earning money by collecting their data or showing them branded content.

That’s not to say it’s easy to help kids develop a healthy relationship with social media. “By necessity, adolescents disagree more with their parents—and they are formidable when they insist on having something, like phones or social media, that all their friends have,” McCabe said. “But parents are eager for guidance. There is an appetite for this information now,” she added—and psychological scientists can help provide it.

That scientific research can inform broader efforts to keep children safe on social media as well. “Parents can’t do this alone,” Nesi said. “We need larger-scale changes to these platforms to protect kids.”

There are efforts to make such changes. The Kids Online Safety Act, a bipartisan bill introduced in April, establishes a duty of care for social media companies to protect minors from mental health harms, sex trafficking, narcotics, and other dangers. Additionally, the bill requires social media companies to go through independent, external audits, allows researcher access to platform data assets, and creates substantial youth and parental controls to create a safer digital environment. Even as legislators and tech companies consider those and other policies, researchers can continue their efforts to determine which actions might be most protective, said Nesi, who is currently leading a study to understand which features of social media are helpful versus harmful for kids at high risk of suicide. “For some kids, being able to connect with others and find support is really important. For others, social media may create more challenges than it solves,” Nesi said. “The key is making sure we don’t accidentally do any harm” by enacting restrictions and legislation that are not backed by science.

While researchers forge ahead, clinical psychologists, too, can add valuable insight for teens and their families. “Screens are a central part of adolescents’ lives, and that needs to be integrated into assessment and treatment,” Nesi said. “Clinicians can help families and teens take a step back and look at their social media use to figure out what’s working for them and what isn’t.”

Someday, McCabe said, digital literacy may be taught in schools the same way that youth learn about sexual health and substance use. “I hope we’ll come to a point where teaching about the healthy use of social media is an everyday occurrence,” she said. “Because of this dialogue that we’re having now among families and policymakers, we may see a new generation of kids whose entry into the digital world is very different, where we can use social media for connection and education but minimize the harms,” she added. “I hope this is the beginning of a new day.”

Social media recommendations

APA’s Health Advisory on Social Media Use in Adolescence makes these recommendations based on the scientific evidence to date:

• Youth using social media should be encouraged to use functions that create opportunities for social support, online companionship, and emotional intimacy that can promote healthy socialization.
• Social media use, functionality, and permissions/consenting should be tailored to youths’ developmental capabilities; designs created for adults may not be appropriate for children.
• In early adolescence (i.e., typically 10–14 years), adult monitoring (i.e., ongoing review, discussion, and coaching around social media content) is advised for most youths’ social media use; autonomy may increase gradually as kids age and if they gain digital literacy skills. However, monitoring should be balanced with youths’ appropriate needs for privacy.
• To reduce the risks of psychological harm, adolescents’ exposure to content on social media that depicts illegal or psychologically maladaptive behavior, including content that instructs or encourages youth to engage in health-risk behaviors, such as self-harm (e.g., cutting, suicide), harm to others, or those that encourage eating-disordered behavior (e.g., restrictive eating, purging, excessive exercise) should be minimized, reported, and removed; moreover, technology should not drive users to this content.
• To minimize psychological harm, adolescents’ exposure to “cyberhate” including online discrimination, prejudice, hate, or cyberbullying especially directed toward a marginalized group (e.g., racial, ethnic, gender, sexual, religious, ability status), or toward an individual because of their identity or allyship with a marginalized group should be minimized.
• Adolescents should be routinely screened for signs of “problematic social media use” that can impair their ability to engage in daily roles and routines, and may present risk for more serious psychological harms over time.
• The use of social media should be limited so as to not interfere with adolescents’ sleep and physical activity.
• Adolescents should limit use of social media for social comparison, particularly around beauty- or appearance-related content.
• Adolescents’ social media use should be preceded by training in social media literacy to ensure that users have developed psychologically-informed competencies and skills that will maximize the chances for balanced, safe, and meaningful social media use.
• Substantial resources should be provided for continued scientific examination of the positive and negative effects of social media on adolescent development.

Read the full recommendations and see the science behind them .

Further reading

Algorithms of oppression: How search engines reinforce racism Noble, S. U., New York University Press, 2018

Family Online Safety Institute

An updated agenda for the study of digital media use and adolescent development: Future directions following Odgers & Jensen (2020) Prinstein, M. J., et al., The Journal of Child Psychology and Psychiatry , 2020

From Google searches to Russian disinformation: Adolescent critical race digital literacy needs and skills Tynes, B., et al., International Journal of Multicultural Education , 2021

How social media affects teen mental health: A missing link Orben, A., & Blakemore, S.J. Nature , Feb. 14, 2023

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How Social Media Can Negatively Affect Your Child

Too much screen time and unrealistic expectations and perceptions and can lead to an increased risk of anxiety and depression

Spending time on social media has become almost a way of life for most adults — scrolling through videos of cuddly cats and wacky dances for hours a day .

Cleveland Clinic is a non-profit academic medical center. Advertising on our site helps support our mission. We do not endorse non-Cleveland Clinic products or services. Policy

But is it healthy for your children to have the same habits? And how do you know if they’re being safe on social media? Is social media good or bad?

Most social media apps require users to be at least 13 years old. But according to the U.S. Surgeon General, nearly 40% of children 8 to 12 years old and 95% of children 13 to 17 years old use social media apps.

In fact, the U.S. Surgeon General released an advisory on how social media affects children and teenager’s mental health. One scary statistic? Teens who spend more than three hours a day on social media double their risk of depression and anxiety .

If your child is currently on social media or if they’ve been asking to join, it’s important to talk to them about what social media is, what rules you have for it and how it doesn’t always show an accurate picture of someone’s life.

“Social media makes it easy to compare oneself to another ,” says child psychologist Kate Eshleman, PsyD . “Most people put on social media what they want you to see. And by using social media, all of us have the ability to access endless information anytime we want to, and that can be very hard for kids.”

Dr. Eshleman discusses the negative effects of social media and — if you’re allowing them to use it — how to talk to your kids about how to stay safe, not overdo it and not take a lot of what they see on there too seriously.

Negative effects of social media

It can be overwhelming to think about all the negative ways your child may be affected by using social media.

While experts are just beginning to understand social media’s impact on children, one study shows that children younger than 11 years old who use Instagram and Snapchat are more likely to have problematic digital behaviors like having online-only friends and visiting sites parents would disapprove of, as well as a greater chance of taking part in online harassment.

And it’s not so easy to give up or limit your child’s time on social media. According to a national survey , 33% of girls 11 to 15 years old feel addicted to social media and more than half of teens say it would be hard to give up social media. The fear of missing out, or FOMO , is real.

So, why can social media be so bad? Dr. Eshleman walks us through the potential risks of social media.

Body image concerns

Too much time on social media apps can lead to an increase in body dissatisfaction, eating disorders and low self-esteem. While this is particularly concerning for teen girls, reports show that 46% of teens 13 to 17 years old said social media made them feel worse about their bodies.

“It’s important to realize that with high-tech phones and various apps, it’s much easier to snap ‘the perfect picture,’ which is likely not a true representation of someone’s appearance,” says Dr. Eshleman.

“However, we all, and especially young people, look at these pictures and admire the beauty. This results in likely comparing oneself to an artificial image, and distress can result if we feel we don’t measure up.”

Cyberbullying

We’re all familiar with bullying — the kind that might happen on the school playground — but cyberbullying, which happens through technology, the internet and social media to harass, threaten or embarrass someone, is just as common.

Harmful language, images and videos are prevalent, with 64% of teens reporting they’re often or sometimes exposed to hate-based content.

“The challenge to cyberbullying is that it’s always there, making it much harder to walk away from the negative interactions,” explains Dr. Eshleman. “It can also be spread much further, much more rapidly, resulting in negative attention being seen and heard far beyond one’s close social circle.”

Online predators

Unfortunately, there are people on social media who target children and teens whether to sexually exploit them, financially extort them or sell them illicitly manufactured drugs. It can be challenging for children and teens to know what to share and what not to share online.

Another alarming stat? Nearly 6 out of 10 teen girls say they’ve been contacted through social media platforms by a stranger in a way that makes them feel uncomfortable.

“As a parent, it feels nearly impossible to be aware of and manage all of this. A good place to start is communicating with your children about these potential dangers, letting them know what to be aware of and caution them not to share any information with those they don’t personally know,” advises Dr. Eshleman.

“It’s also important to work to create a safe space for communication, allowing children to come to parents should questions or concerns arise.”

Dangerous viral trends

You’ve probably heard of dangerous viral trends — and the devasting results from trying them like being arrested, needing to be hospitalized and even death.

“Kids don’t have the cognitive and executive functioning to think through harmful situations and why those might be a bad idea,” says Dr. Eshleman. “So, sometimes they’re placing themselves in physical risk.”

Another study talks about how children who use TikTok are developing tics and having tic-like attacks. They’re experiencing a movement disorder brought on by stress and anxiety — presumably made worse by the pandemic and teens’ increased social media consumption.

Changes in their daily behavior

In addition to problematic digital behaviors, there may be changes in children’s daily behavior at home, like:

• Increased irritability.
• Increased anxiety .
• Increased depression.
• Increased sleep issues.
• Lack of self-esteem .
• Lack of focus and concentration.

“If kids are being asked to get off social media and do their homework, or any unpreferred task, then parents might see increased periods of irritability or frustration directed towards parents,” notes Dr. Eshleman. “They’re being asked to do something they don’t want to do and stop doing something they enjoy. Further, there is evidence to show that extended screen time alone negatively impacts mood.”

Are there any positive effects of social media?

Social media can have a positive effect on your child, like helping them learn how to communicate with others, navigate relationships and how to manage somebody who isn’t being kind to them. So, no social media at all might not be the best (or realistic) solution for your kids.

But if you decide to let your children use social media, make sure to talk to them about expectations — both yours and theirs. Here are a few tips on how to navigate the social media world together :

• Determine if your child is ready. Even if your child is old enough to join a social media platform, they might not be ready for it. As their parent or caretaker, you have a good sense of their maturity level and how they interact with others like coaches and friends. If you’re unsure, Dr. Eshleman suggests doing a test period on social media. “Parents should identify their expectations and communicate those to their children,” she says. “Also, identify consequences of not following them.”
• Talk to your kids. From the beginning, it’s important to have an open and honest conversation with your children about what social media is and what it can be used for. Ask why they’re interested in having an account on a particular platform and what they want to use it for. But as they start venturing into the world of social media, keep talking. “If you hear about a popular TikTok trend or that a newsworthy story is trending, talk to your children about what they think and what they’ve seen,” says Dr. Eshleman.
• Limit screen time. The American Academy of Pediatrics recommends limiting screen time to two hours a day for children. Dr. Eshleman says that’s a good guideline but wants parents to also focus on the big picture — making sure your kid is still getting enough physical activity and face-to-face interactions. “It’s not always just the screen time that’s the problem,” she adds. “It’s what the screen time is in place of .” You can always use a screen time app that automatically sets limits, too, to prevent arguing.
• Monitor their usage. Dr. Eshleman suggests checking on what your child is consuming, whether that’s scrolling through their tablet or phone or using a social media monitoring tool. “See what apps are there and familiarize yourself with those,” she says. “Ask yourself if this tool is going to fit your goal.”
• Model good behavior. Easier said than done, right? But Dr. Eshleman says practicing safe and healthy social media behaviors in front of your child can go a long way. “It’s much harder for kids to understand the potential dangers or risks of social media when parents engage in the same behaviors themselves,” she says.

Bottom line?

Go easy on yourself as a parent when it comes to social media and your kids. Don’t be afraid to talk to other parents and caregivers about what they do, or ask for help if you’re struggling with how to navigate social media and keep your kids safe.

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The effect of social media influencers' on teenagers Behavior: an empirical study using cognitive map technique

• Published: 31 January 2023
• Volume 42 , pages 19364–19377, ( 2023 )

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• Karima Lajnef   ORCID: orcid.org/0000-0003-1084-6248 1  

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The increase in the use of social media in recent years has enabled users to obtain vast amounts of information from different sources. Unprecedented technological developments are currently enabling social media influencers to build powerful interactivity with their followers. These interactions have, in one way or another, influenced young people's behaviors, attitudes, and choices. Thus, this study contributes to the psychological literature by proposing a new approach for constructing collective cognitive maps to explain the effect of social media influencers' distinctive features on teenagers' behavior. More in depth, this work is an attempt to use cognitive methods to identify adolescents' mental models in the Tunisian context. The findings reveal that the influencers' distinctive features are interconnected. As a result, the influencer's distinctive features are confirmed in one way or another, to the teenagers' behavior. These findings provide important insights and recommendations for different users, including psychologists and academics.

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Introduction

The number of social media users has increased rapidly in the last few years. According to the global ‘State of Digital’ report (2021), the number of social media users reached 4.20 billion, which represents 53% of the world’s total population. This number has risen by more than 13% compared to the last year (2020). In Tunisia, until January 2021 the number of social media users has increased to 8.20 million, which represents 69 percent of the total population, while 97%, are accessed via mobile phones. According to the ALEXA report ( 2021 ), Google.com, Facebook are the most used networks by Tunisian people. Most importantly, 18, 5% of Facebook users are under 13 years old.

In fact, the emphasis on social media has created a consensus among tech companies, leading to the creation of more platforms. Today, the diversity of such platforms has created a new horizon of social media in terms of usage and ideas.

Many people whose careers’ are largely reliant on social media are known as "influencers". More than a profession, for some people, it is even considered as a way of life. Influencers use social media every day to express their opinions and critiques on many topics (like lifestyle, health, beauty) and objects (e.g. brands, services, and products). Accordingly, one of the most important marketing strategies in the market is relying on influencers, which has known as influencer marketing (Audrezet et al., 2020 ; Boerman, 2020 ; Lou & Yuan, 2019 ). In 2017, influencer marketing was considered as the most widespread and trendiest’ communication strategy used by the companies. Therefore, influencers have been considered by many marketing experts as opinion leaders because of their important role in persuading and influencing their followers (De Veirman et al., 2017 ). According to the two-step flow of communication theory, the influencer, as a representative of an organization, is inviting to filter, decode and create messages to match with his particular follower base (Lazarsfeld et al., 1944 ). An influencer is a mediator between consumers and organizations. According to Tarsakoo and Charoensukmongkol ( 2019 ), social media marketing implementation capabilities have a positive effect on customer relationship sustainability. In line with the premise of observational learning theory, influence occurs when the consumers use precedent information and observations shared with them gradually to extend their decision-making by evolving their beliefs, attitudes, and behaviors, (Bandura & Adams, 1977 ). In fact, the consumers are sizeable social networks of followers. In their turn, consumers, especially youth and adolescents, consider influencers as a source of transparency, credibility, and source of personal information from what helps the offered brands to be enlarged through the large social media network (e.g. Jin and Phua, 2014).

Social media influencers play a greater role in controlling and influencing the behavior of the consumer especially young people and teenagers (e.g. Marwick, 2015 ; Sokolova & Kefi, 2020 ). Actually, the use of Smartphone's has become an integral part of the lives of both young people and adolescents. According to Anderson ( 2018 ), 95% of teenagers aged between 13 and 17 own a Smartphone. For young people, the pre-social media era has become something of a blur. This generation has known as Generation Z where its members were born between the nineties and the 2000s. What distinguishes this generation is its extensive use of the Internet at an early age. For them, the social media presents an important part of their social life and since then many thinkers set out to explore the effects of using social media platforms at an early age on adolescents' lives. The excessive use of social media may have an effect on teens' mental health. In fact, adolescence is the interval period between childhood and adulthood. A teenager is not a child to act arbitrarily and is not an adult to make critical decisions. Therefore, young people and teenagers have considered as the most sensitive class of consumers. Teenagers' brain creates many changes that make them more sensitive to the impressions of others, especially the view of their peers (e.g. Elkind, 1967 ; Dacey & Kenny, 1994 ; Arnett, 2000 ). Adolescents' mental changes cause many psychological and cognitive problems. According to Social identity theory, teens appreciate the positive reinforcement they get by being included in a group and dislike the feeling of social rejection (Tajfel, 1972 ). To reinforce their sense of belonging, teens are following influencers on social media (e.g., Loureiro & Sarmento, 2019 ). In line with psychological theories, the attachment theory helps to clarify interpersonal relationships between humans. This theory provides the framework to explain the relationship between adolescents and influencers. Several studies have confirmed that the distinctive feature of social media influencers, including relatedness, autonomy and competence affects the behavior, the psychological situation and the emotional side of the consumers (Deci & Ryan, 2000 ). Does the distinctive feature of social media influencers affect teens' behavior? This kind of questions have become among the most controversial ones (e.g. Djafarova & Rushworth, 2017 ). This problem is still inconclusive, even not addressed in some developing countries like Tunisia. Indeed, it is clear that there are considerable gaps in terms of the academic understanding of what characteristics of social media influencers and their effect on teen behaviors. This problem still arises because the lack of empirical works is investigating in this area.

Therefore, this study contributes to the literature by different ways. First, this paper presents a review of the social media influencers' distinctive features in Tunisian context. This is important because social influencers have been considered as credible and trustworthy sources of information (e.g. Sokolova & Kefi, 2020 ). On the others hand, this study identifies the motivations that teens have for following social influencers. MICS6 Survey (2020) shows a gradual increase in suicide rates among Tunisian children (0–19 years). According to the general delegate for child protection, the phenomenon is in part linked to the intensive use of online games. Understanding the main drivers of social media influence among young Tunisians can help professionals and families guide them. Empirically, this study provides the first investigation of teens’ mental models using the cognitive approach.

The rest of this paper is organized as the following: The second part presents thetheoretical background and research hypotheses. The third part introduces the research methodology. The forth part is reserved to application and results. In the last part, both the conclusion and recommendations are highlighted.

Theoretical background and research hypotheses

Social media influencers' distinctive features.

"Informational social influence" is a concept that has been used in literature by Deutsch & Gerard, 1955 ), and defined as the change in behavior or opinions that happened when people (consumers) are conformed to other people (influencers) because they believe that they have precise and true information (e.g. Djafarova & Rushworth, 2017 , Alotaibi et al., 2019 ). According to (Chahal, 2016 ), there are two kinds of "influencers". The classic ones are the scientists, reporters, lawyers, and all others examples of people who have expert-level knowledge and the new ones are the Social media influencers. Accordingly, social media influencers have many followers that trust them especially on the topics related to their domain of knowledge (e.g. Moore et al., 2018 ). According to the Psychology of Influence perspective, people, often, do not realize that they are influenced because the effect occurs mainly in their subconscious (Pligt & Vliek, 2016 ). When influencers advocate an idea, a service, or a product, they can make a psychological conformity effect on followers through their distinctive features (Colliander, 2019 ; Jahoda, 1959 ).

Vollenbroek et al. ( 2014 ) investigated a study about social media influencers and the impact of these actors on the corporate reputation. To create their model, the authors use the Delphi method. The experts have exposed to a questionnaire that included the characteristics of influential actors, interactions, and networks. The first round of research indicates that a bulk of experts has highlighted the importance of intrinsic characteristics of influencers such as knowledge, commitment, and trust etcetera. While others believe that, the size of the network or the reach of a message determines the influence. The results of the second round indicate that the most agreed-upon distinctive characteristics to be a great influencer are being an active mind, being credible, having expertise, being authoritative, being a trendsetter, and having a substantive influence in discussions and conversations. According to previous literature, among the characteristics that distinguish the influencers is the ability to be creative, original, and unique. Recently, Casaló et al. ( 2020 ) indicated that originality and uniqueness positively influence opinion leadership on Instagram. For the rest of this section, we are going to base on the last two studies to draw on the most important distinctive features of social media influencers.

Credibility (expertise and trustworthiness)

According to Lou and Yuan ( 2019 ), one of the most distinctive characteristics that attract the audience is the influencer's credibility specifically the expertise and trustworthiness. In fact, source credibility is a good way of persuasion because it has related to many conceptualizations. Following Hovland et al. ( 1953 ), credibility has subdivided into expertise and trustworthiness. The expertise has reflected the knowledge and competence of the source (influencer) in a specific area (Ki & Kim, 2019 ; McCroskey, 1966 ). While trustworthiness is represented in influencer honesty and sincerity (Giffin, 1967 ). Such characteristics help the source (influencer) to be more convincing. According to the source credibility theory, consumers (social media audience) give more importance to the source of information to take advantage of the expertise and knowledge of influencers (e.g. Ohanian, 1990 ; Teng et al., 2014 ). Spry et al., ( 2011 ) pointed out that a trusted influencer's positive perception of a product and/or service positively affects consumers' attitudes towards recommended brandsHowever, if the product does not meet the required specifications, consumers lose trust in the product and the influencer (Cheung et al., 2009 ). Based on source credibility theory, this work tested one of the research goals: the effect of expertise and credibility on adolescent behavior.

Originality and creativity

Originality in social media represents the ability of an influencer to provide periodically new and differentiate content that attracts the attention of the audience. The content has perceived as innovative, sophisticated, and unusual. Social media influencers look for creating an authentic image in order to construct their own online identity. Marwick ( 2013 ) defined authenticity as "the way in which individuals distinguish themselves, not only from each other but from other types of media". Most of the time, an authentic and different content attracts attention, and sometimes the unusual topics make surprising (Derbaix & Vanhamme, 2003 ). According to Khamis et al. ( 2017 ), social media influencers attract the consumers' attention by posting authentic content. In fact, the audience often appreciates the originality and the creativity of the ideas (Djafarova & Rushworth, 2017 ).The originality of the content posted by an influencer has considered as a way to resonate with their public (Hashoff, 2017 ). When a company seeks to promote its products and services through social media, it is looking for an influential representative who excels at presenting original and different content. The brand needs to be presented by credible and believable influencers that create authentic content (Sireni, 2020 ). One of the aims of this work is to identify the effect of the authentic content on teen’s behaviors.

Trendsetter and uniqueness

According to Maslach et al. ( 1985 ), uniqueness is the case in which the individual feels distinguished compared to others. Tian et al. ( 2001 ) admitted that individuals attempt to be radically different from others to enhance their selves and social images. The uniqueness in content represents the ability of the influencer to provide an uncirculated content specific to him. Gentina et al. ( 2014 ) proved that male adolescents take into account the uniqueness of the content when they evaluated the influencer role particularly in evaluating the role of an opinion leader. Casaló et al. ( 2020 ) indicated that uniqueness positively influences the leadership opinion. Thus, the uniqueness of influencers’ contents may affect audiences’ attitude. Therefore, we aim to test the effect of the influencers’ contents uniqueness and trendsetter on teenagers’ behaviors.

Persuasion has a substantive influence in discussions and conversations. According to the Psychology of Persuasion, the psychological tactic that revolves around harnessing the principles of persuasion supports in one way or another the influencer’s marketing. The objective is to persuade people to make purchase decisions. Persuasion aims commonly to change others attitudes and behavior in a context of relative freedom (e.g. Perloff, 2008 ; Crano & Prislin, 2011 ; Shen & Bigsb, 2013 ). According to Scheer and Stern ( 1992 ), the dynamic effect of marketing occurs when an influencer persuades consumers to participate in a specific business. Influencers' goal is to convince the audiences of their own ideas, products, or services. There are six principles of persuasion, which are consensus, consistency, scarcity, reciprocity, authority, and liking. Thus, among the objectives of this study is to set the effect of influencers' persuasion on teens' behavior.

To sum up, our hypothesis is as the following:

H1: Social media influencers' distinctive features affect teenagers’ behavior.

Social media influencers' and teenagers’ behavior

Young people and adolescents are increasingly using social media, consequently, they receive a lot of information from different sources that may influence in one way or another their behavior and decisions. Accordingly, the Digital report (2021) (published in partnership with Hootsuite and we Are Social) indicated that connected technologies became an integral part of people's lives, and it has seen great development in the last twelve months especially with regard to social media, e-commerce, video games, and streaming content. According to the statistics raised in the global State of Digital (2021), the number of social media users has increased by 490 million users around the world compared to last year to attain 4.20 billion. In Tunisia, until January 2021 the number of social media users has increased to attain 8.20 million, which represents 69 percent of the total population while 97% accessing via mobile phone. According to the ALEXA report ( 2021 ), Google.com, Facebook and YouTube are the networks most used by Tunisian people. In addition, 18, 5% of Facebook users are under 13 years old.The use of social media by young people has recently increased, which led us to ask about the influence of such an alternative on their psychological and mental conditions, their identity formation, and their self-estimation. One of this study aims is also to answer the question: why teens follow Social media influencers?

Identity formation

Identity formation relates to the complex way in which human beings institute a continued unique view of the self (Erikson, 1950 ). Consequently, this concept has largely attached to terms like self-concept, personality development, and value. Identity, in a simplified way, is an aggregation of the “self-concept, who we are” and “self-awareness” (Aronson et al., 2005 ). In line with communication theory, Scott ( 1987 ) indicated that interpersonal connection is a key factor in identity formation. Most importantly, the individual's identity formation is the cornerstone of building a personality. A stream of research indicates that consumers accept influence from others they identify with and refuse influence when they desire to disconnect (Berger & Heath, 2007 ; White & Dahl, 2006 ).

Adolescence is a transitional stage in individuals' lives that represents the interval between childhood and adulthood (e.g. Hogan & Astone, 1986 ; Sawyer et al., 2018 ). From here begins teens' psychological conflicts that call into question-related to themselves and about their role in society (e.g. Hill et al., 2018 ). In fact, teens go through many experiences because of the physical and psychological changes during the self-establishment phase, which influences not only their identity formation but also their own personality. At this stage, radical changes occur in their lives, which may affect the course of their future life. The family (precisely parents' behaviors) represents the first influencer on their kids' view of themselves, but this is not the main side. In the era of globalization and technological development, social media has become an important role in shaping the identity of adolescents (see Gajaria et al., 2011 ). In the adolescent stage, individuals start to use the flood of information received from various sources (especially from social media) to find out a sense of self and personal identity. Davis ( 2013 ) affirmed that students who communicated online with their peers express better visibility of self-concept. In its turn, self-concept visibility has related to friendship quality. According to Arnett and Hughes ( 2014 ), identity formation is the result of "thinking about the type of person you want to be” (p. 340). Due to the intense appearance of social media in the lives of teenagers, identity formation is highly affected by social media influencers' personalities. Kunkel et al. ( 2004 ) affirmed that targeted advertisements in social media affect the identity molding of teens by encouraging them to espouse new habits of appearance and consumption. Identification is easier when there is a previous model to mimic.

This work aims to explore the effect of social media influencers' distinctive features on the healthy identity development of teens.

Mimetic bias

Investigating mimicry in the psychological literature is not a recent subject. Kendon ( 1970 ) and LaFrance ( 1982 ) were the first researchers that introduce the mimicry concept in literature. Nevertheless, exploring mimicry effect on peoples’ behavior presents a new area of research. Many researchers like Chartrand and Dalton ( 2009 ) and Stel & Vonk ( 2010 ) presented mimicry as the interaction of an individual with others through observing and mirroring their behaviors, attitudes, expressions, and postures. Chartrand and Dalton ( 2009 ) indicated that social surroundings are easily contagious and confirmed the high ability of individuals to mimic what they see in their social environment. Individuals resort to mimicry to fulfill their desire to belong to a group and be active members of society. Therefore, Lakin et al. ( 2003 ) affirmed that mimicry could be used to enhance social links with others. Such behavior aims to bring people closer to each other and create intimacy. White and Argo ( 2011 ) classified mimicry as conscious and unconscious. According to the Neuroscience literature, unconscious mimicry occurs due to the activation of individual mirror neurons that lead to mimic others (e.g. Hatfield et al., 1994 ). Thus, mimickers “automatically” imitate others in many situations like facial expressions (e.g., smiling), behavioral expressions (e.g., laughing), and postural expressions (e.g., hand positioning) (Meltzoff & Moore, 1983 ; LaFrance & Broadbent, 1976 ; Simner, 1971 ). On the other hand, a recent stream of research has advocated conscious mimicry (White & Argo, 2011 ; Ruvio et al., 2013 ). Ruvio et al. ( 2013 ) have presented the "Consumer’s Doppelganger Effect" theory. According to the authors, when consumers have the intention to look like their role models, they imitate them.

One of the paradoxical challenges in the adolescence period is the teens' simultaneous need for "mimic" and "differentiation ".Among the most common questions asked between adolescents is "Who we are?”. The identification of themselves based commonly on a comparison between them and members of the group to which they aim to belong. The feeling of being normal is an obsession that haunts the majority of teenagers. Their sense of being within the norm and not being alienated or disagreed with others prompts teenagers to do anything even if this poses a danger to them just to be accepted by others. Today, with the development of social media, family, peers and friends are no longer the only influencers that teens mimic, but this environment has expanded to include social media influencers. Teens give more attention to their online image and mimic social media influencers to achieve a sense of belonging. According to Cabourg and Manenti ( 2017 ), the content shared by adolescents with each other about their lives on their own social networks helps them understand and discover each other, and create their identity away from their parents. This phenomenon turns into a problem when adolescents mimic each other only not to be excluded or rejected, even if these actions do not represent them.

Another important aim of this study is to explore the effect of social media influencers' distinctive features on teen’s mimicry behavior.

Confirmation bias

Cabourg and Manenti ( 2017 ) pointed out that it is a necessity for a teenager to be a part of a peer group. Belonging to the group for a teenager reinforces his/her sense of existence away from family restrictions. As we have mentioned before and in line with Hernandez et al. ( 2014 ), teens need to create peer relationships, whether to contribute positively or negatively to their psychosocial side and undoubtedly play a crucial role in the development of identity. Araman and Brambilla ( 2016 ) argued that: "Teenage is an important stage in life, full of physical and psychological transformation, awakening in love and professional concerns. Identifying yourself with a group makes you feel stronger, to say that you exist, and even to distinguish yourself from society”. The development of social media platforms promotes the desire of teens to a group belonging. Social media platforms, such as tick-tock, Facebook, and Instagram, motivate their users to interact with likes and comments on others people’s posts. In fact, according to Davis ( 2012 ), casual communication between teens through social networking using text and instant messages enhances their sense of belonging. Furthermore, the author indicates that social media helps teens to compare their ideas and experiences with their peers, which support their sense of belonging. According to Zeng et al. ( 2017 ), social media interactions aim to create strong social bonds and raise emotional belonging to a community. Confirmation bias occurs when an individual cannot think and create outside the herd. Equally important, due to the confirmation bias, teens cannot identify themselves, except by flying inside the swarm. Teens may identify themselves as fans of a famous influencer just to feel the sense of belonging. This work tests the effect of social media influencers' distinctive features on teens’ sense of belonging.

Self-esteem

Psychological literature defines Self-esteem as the individual’s evaluation of himself or herself that can be positive or negative (Smith et al., 2014 ). Coopersmith ( 1965 ) affirmed that the self-esteem is the extent to which an individual views his self as competent and worthwhile. A stream of past works highlighted the effects of social media on self-esteem (Błachnio et al., 2016 ; Denti et al., 2012 ; Gonzales & Hancock, 2011 ). The majority of them found that audiences with low self-esteem use more social networks’ to reinforce their self-esteem. Due to technological developments, social media networks offer a self-comparison between users. According to Festinger ( 1954 ), social media users focus more on self-evaluations by making social comparisons with others concerning many issues like beauty, popularity, social classes or roles, wealth accumulation, etc. Social comparison is a part of building a teen's personal identity (Weinstein, 2017 ). Among adolescents, there are two types of comparisons on social media, which are upward comparison, and downward comparison (Steers et al., 2014 ). The first one has related to weakened levels of self-esteem and high depressive symptoms. The second one is characterized by expanding levels of self-esteem and low levels of anxiety (Burrow & Rainone, 2017 ). According to Wright et al. ( 2018 ), self-presentation on social media is related to the extent to which others accept and the determined level of belonging that based on the number of likes and comments.

This study aims to test the effect of social media influencers' distinctive features on teens’ self-esteem.

Digital distraction

Social media has taken over most of the spare time. It has displaced the time spent on other activities like reading, watching TV, make sports etc.… (Twenge et al., 2019 ). Consequently, the phenomenon of digital distraction has widely spread, especially with the rise of smartphones use. The results of a study established by Luna ( 2018 ) indicated that the use of smartphones during a meal leads to minimize the levels of connectedness and enjoyment and increase the levels of distraction comparing to those who set devices off. Martiz ( 2015 ) found that students with Internet addiction often feel lonely and depressed. Recently, Emerick et al. ( 2019 ) affirmed that the students themselves agree that spending a lot of time using social media leads to distraction. Many studies have proven that most teens spend a lot of time online (e.g., Anderson & Jiang, 2018 ; Twenge et al., 2018 ). Thus, they are the most vulnerable to digital distraction. We believe that whenever distinctive features of influencers are good, the most important impact they have on young people, leads to distraction.

At this level, our second hypothesis is as the following:

H2. The behavior and cognitive biases of teens are affected by social media influence.

Research methods

The cognitive maps.

The cognitive map is relatively an old technique (Huff, 1990 ). However, the use of cognitive maps in scientific research has increased in recent years. According to Axelrod ( 1976 ), a cognitive map is a mathematical model that reflects a belief system of a person. In another words, a cognitive map is a representation of causal assertion way of a person on a limited area. At the beginning of the 1970s, it was intellectually popular amongst behavioral geographers to investigate the significance of cognitive maps, and their impacts on people’s spatial behavior. A cognitive map is a type of mental representation, which serves an individual to acquire, store, recall, code, and decode information about the relative locations and attributes of phenomena in their everyday or metaphorical spatial environment. It is usually defined as the graphical representation of a person belief about a particular field. A map is not a scientific model based on objective reality, but a graphical representation of an individual's specific beliefs and ideas about complex local situations and issues. It is relatively easy for humans to look at maps (cognitive maps in our case) and understand connections, between different concepts. Cognitive maps can therefore also be thought of as graphs. Graphs can be used to represent many interesting things about our world. It can also be used to solve various problems. According to Bueno & Salmeron ( 2009 ), Cognitive Maps are a powerful technique that helps to study human cognitive phenomena and specific topics in the world. This study uses cognitive maps as a tool to investigate the mental schema of teenagers in Tunisian Scouts. In fact, cognitive mapping helps to explore the impact of social media on teenage behavior in the Tunisian context. In other words, we focus on the effect of influencers' distinctive features on teen behavior.

Data collection and sample selection

The aim of this work is to explore the effect of social media influencers' distinctive features on teenagers' behavior in Tunisian context. On the other hand, this work investigates if the psychological health of teens is affected by social media influence. To analyze mentally processing multifactor-interdependencies by the human mind or a scenario with highly complex problems, we need more complex analysis methods like the cognitive map technique.

The questionnaire is one of the appropriate methods used to construct a collective cognitive map (Özesmi & Özesmi, 2004 ). Following Eden and Ackermann ( 1998 ), this study uses face-to-face interviews because it is the most flexible method for data collection and it is the appropriate way to minimize the questionnaire mistiness. The questionnaire contains two parts: the first part is reserved to identify the interviewees. The second part provides the list of concepts for each approach via cross-matrix. The questionnaire takes the form of an adjacency matrix (see Table 1 ). The data collection technique appropriate to build a cognitive map is the adjacent matrix. The adjacency matrix of a graph is an (n × n) matrix:

The variables used in the matrix can be pre-defined (by the interviewer using the previous literature) or it can be identified in the interview by the interviewees. This paper uses the first method to restrict the large number of variables related to both influencers’ distinctive features and teenagers' behavioral biases (see Table 2 ). This work identified two types of social media influencers that are Facebook bloggers and Instagrammers for two reasons. Facebook is the most coveted social network for Tunisians. It has more than 6.9 million active users in 2020 or 75% of the population (+ 13 years) of which 44.9% were female users and 55.1% male. On the other hand, Instagram is the second popular social media platform. It has more than 1.9 million, namely 21% of the Tunisian population (+ 13 years).

In this work, we deal with (10 × 10) adjacency matrix.

Experts (psychologists, academics, etc.) often analyze the relationships between social media and young people’s behavior. The contribution of this work is that we rely on the adolescents' point of view in order to test this problem using the cognitive maps method. To our knowledge, no similar research has been done before.

This work is in parallel to the framework of the Tunisian State project "Strengthening the partnership between the university and the economic and social environment". It aims to merge the scientific track with the association work. We have organized an intellectual symposium in conjunction with the Citizen Journalism Club of youth home and the Mohamed-Jlaiel Scouts Group of Mahres entitled "Social Influencers and Their Role in Changing Youth Behaviors”.This conference took place on April 3, 2021, in the hall of the municipality, under the supervision of an inspector of youth and childhood”. In fact, Scouts is a voluntary educational movement that aims to contribute to the development of young people to reach the full benefit of their physical and social capabilities to make them responsible individuals. Scouts offer children and adolescents an educational space complementary to that of the family and the school. The association emphasizes community life, taking responsibility, and learning resourcefulness.Scouting contributes to enhancing the individual's self-confidence and sense of belonging and keeps them away from digital distraction. Therefore, our sample has based on a questionnaire answered by young people belonging to the Tunisian Scoutsaged between 14 and 17 and, who belong to the Mohamed-Jlaiel Scouts Group of Mahres. In fact, scouting strengthens the willpower of young people and allows them to expand their possibilities for self-discipline. In addition, Scout youth are integrated into the community and spend more time in physical and mental activities than their peers who spend most of their free time on social media. Unfortunately, because of the epidemiological situation that Tunisia experienced during this period due to the spread of the Coronavirus, we could not summon more than 35 people, and the first sample was limited only to 25 young people. Thus, a second study with another data collection is needed. Over two successive months (November and December 2021), we make a few small workshops (due to the pandemic situation) with scouts’ young people. The second sample contains 38 teens. Therefore, our total data hold 63young people (26 female and 37 male). It should be noted that the surveys were carried out after parental consent.

We start our interviews with presenting the pros and cons of social mediaand its effect on audiences’ behavior. After forming an idea with the topic, we asked young people to answer the questionnaire presented to them after we defined and explained all the variables. We have directly supervised the questionnaire. Teens are invited to fulfill the questionnaire (in the form of a matrix) using four possibilities:

If variable i has no influence on variable j, the index (i, j) takes a value of zero

1 if variable I has a weak influence on variable j.

2 if variable I has a strong influence on variable j.

3 if variable I has a very strong influence on variable j.

To sumup, the final data contains 63 individual matrices. The aim of the questionnaire is then to build the perception maps (Lajnef et al., 2017 ).

Collective cognitive map method

This work is of qualitative investigation. The research instrument used in this study is the cognitive approach. This work aims to create a collective cognitive map using an interviewing process. Young peopleare invited to fill the adjacencymatrices by giving their opinion about the effect of social media influencers' distinctive features on teenagers' behavior. To draw up an overall view, individual maps (creating based on adjacency matrices) aggregated to create a collective cognitive map. Since individual maps denote individual thinking, collective map is used to understand the group thinking. The aggregation map aimed to show the point of similarities and differences between individuals (Lajnef et al., 2017 ). The cognitive map has formed essentially by two elements: concepts (variables) and links (relations between variables). The importance of a concept is mainly related to its link with other variables.

This technique helps to better understand the individual and collective cognitive universe. A cognitive map became a mathematical model that reflects a belief system of individuals since the pioneering work of Tolman ( 1948 ). Axelrod ( 1976 ) investigated the political and economic field and considered "cognitive maps" as graphs, reflecting a mental model to predict, understand and improve people's decisions. Recently, Garoui & Jarboui ( 2012 ) have defined the cognitive map as a tool aimed to view certain ideas and beliefs of an individual in a complex area. This work aims to explore a collective cognitive map to set the complex relationships between teenagers and social media influencers. For this reason, we investigate the effect of social media influencers' distinctive features on teenagers' behavior using an aggregated cognitive map.

Results and discussion

In this study, we report all measures, manipulations and exclusions.

Structural analysis and collective cognitive map

This paper uses the structural analysis method to test the relationship between the concepts and to construct a collective cognitive map. According to Godet et al. ( 2008 ), the structural analysis is “A systematic, matrix form, analysis of relations between the constituent variables of the studied system and those of its explanatory environment”. The structural analysis purpose is aimed to distinguish the key factors that identify the evolution of the system based on a matrix that determines the relationships among them (Villacorta et al., 2012 ). To deal with our problem, Micmac software allows us to treat the collected information in the form of plans and graphs in order to configure the mental representation of interviewees.

The influence × dependence chart

This work uses the factor analysis of the influence-dependence chart in which factors have categorized due to their clustered position. The influence × dependence plan depends on four categories of factors, which are the determinants variables, the result variables the relay variables, and the excluded variables. The chart has formed by four zones presented as the following (Fig.  1 ):

Influence-dependence chart, according to MICMAC method

Zone 1: Influent or determinant variables

Influent variables are located in the top left of the chart. According to Arcade et al. ( 1999 ) this category of variables represents a high influence and low dependence. These kinds of variables play and affect the dynamics of the whole system, depending on how much we can control them as key factors. The obtained results identify uniqueness, trustworthiness, and Mimetic as determinant variables. The ability of influencers’ is to provide personalized and unique content that influence Tunisian teens’ behavior. This finding is in line with Casaló et al. ( 2020 ) work. On the other hand, the results indicate that teens mimic social media influencers to feel their belonging. Such an act allows them to discover each other, and create their identity away from their parents (Cabourg & Manenti, 2017 ). The most Influential variable of the system is trustworthiness.The more trustworthiness influencers via social media are, the higher their influence on young people will be. This finding is conformed to previous studies (Giffin, 1967 ; Spry et al., 2011 ).

Zone 2: Relay variables

The intermediate or relay variables are situated at the top right of the chart. These concepts have characterized by high influence and sensitivity. They are also named “stake factors” because they are unstable. Relay variables influence the system depending on the other variables. Any effect of these factors will influence themselves and other external factors to adjust the system. In this study, most of influencers' distinctive features (persuasion, originality, and expertise) play the role of relay variables. The results indicate that the influence of persuasion affects young people's convictions, depending on other variables. The results are in line with previous studies (e.g. Perloff, 2008 ; Shen et al., 2013 ). Furthermore, the findings indicate that the more expertise social media influencers' are, the higher their influence on young people will be. The study of Ki and Kim ( 2019 ) supported our findings. Additionally, the originality of the content presented on social media attracts the audience more than the standard content. The results are in line with those of Khamis et al., ( 2017 ) and Djafarova & Rushworth ( 2017 ).

Based on the results of zone 1 and zone 2, we can sum up that Social media influencers' distinctive features tested on this work affect teenagers’ behavior. Therefore, H1 is accepted.

Zone 3: Excluded or autonomous variables

The excluded variables are positioned in the bottom left of the chart. This category of variables is characterized by a low level of influence and dependence. Such variables have no impact on the overall dynamic changes of the system because their distribution is very close to the origin. This work did not obtain this class of variables.

Zone 4: Dependent variables

The dependent variables are located at the bottom right of the chart. These variables have characterized by a low degree of influence and a high degree of dependence. These variables are less influential and highly sensitive to the rest of variables (influential and relay variables). According to our results, the dependent variables are those related to teens' behavior and cognitive biases. Social media influencers affect the identity development of teens. These findings are in line with those of Kunkel et al. ( 2004 ).The results show also that young people often identify themselves as fans of a famous influencer just to feel the belonging. These results are in line with previous studies like those of Davis ( 2012 ) and Zeng et al. ( 2017 ). Furthermore, the findings indicate that young people use more social networks’ to reinforce their self-esteem.The results confirm with those of Denti et al. ( 2012 ) and Błachnio et al. ( 2016 ).Influencers via social media play a role in digital distraction. Thus, the result found by Emerick et al. ( 2019 ) supports our findings.

Based on the results of zone 3, we can sum up that the behavior and cognitive biases of teens are affected by social media influencers. Therefore, H2 is accepted.

Collective cognitive maps

During this study, we have gathered the individuals’ matrices to create a collective cognitive mind map. The direct influence graph (Figs.  2 and 3 ) present many interesting findings. First, the high experience of influencers via social media enhances the production of original content. Furthermore, the more expertise the influencers' are, the higher their degree of persuasion on young people will be. As similar to this work, Kirmani et al. ( 2004 ) found that the influencers' experience with persuasion emerges as factors that affect customers. Beside the experience, the more an influencer provides unique and uncirculated content specific to him, the higher the originality of the content will be. Previous studies hypothesized that unique ideas are the most stringent method for producing original ideas (e.g., Wallach & Kogan,  1965 ; Wallach & Wing, 1969 ).Generally; influencers that produce different contents have a great popularity because they produce new trends. Therefore, our results indicate that young people want to be one of their fans just to feel their belonging. Furthermore, our findings indicate that the originality of content can be a source of digital distraction. Teenagers spend a lot of time on social media to keep up with new trends (e.g. Chassiakos & Stager, 2020 ).

The collective cognitive maps (25% of links)

The collective cognitive map (100% of links)

The influencers' experience and their degree of trustworthiness, besides the originality of the content, enhance their abilities to persuade adolescents. During adolescence, young people look for a model to follow. According to our results, it can be a social media influencer with a great ability to persuade.

In recent years, the increasing use of social media has enabled users to obtain a large amount of information from different sources. This evolution has affected in one way or another audience's behavior, attitudes, and decisions, especially the young people. Therefore, this study contributes to the literature in many ways. On the first hand, this paper presents the most distinctive features of social media influencers' and tests their effect on teenagers' behavior using a non-clinical sample of young Tunisians. On the other hand, this paper identifies teens' motivations for following social media influencers. This study exercises a new methodology. In fact, it uses the cognitive approach based on structural analysis. According to Benjumea-Arias et al. ( 2016 ), the aim of structural analysis is to determine the key factors of a system by identifying their dependency or influence, thus playing a role in decreasing system complexity. The present study successfully provides a collective cognitive map for a sample of Tunisian young people. This map helps to understand the impact of Facebook bloggers and Instagrammers on Tunisian teen behavior.

This study presents many important findings. First, the results find that influencers' distinctive features tested on this work affect teenagers’ behavior. In fact, influencers with a high level of honesty and sincerity prove trustworthiness among teens. This result is in line with those of Giffin ( 1967 ). Furthermore, the influencer’s ability to provide original and unique content affects the behavior of teens. These findings confirm those of Casaló et al. ( 2020 ). In addition, the ability to influence is related with the ability to persuade and expertise.

The findings related to the direct influence graph reveal that the influencers' distinctive features are interconnected. The experience, the degree of trustworthiness, and the originality of the submitted content influence the ability of an influencer to persuade among adolescents. In return, the high degree of persuasion impresses the behavior, attitudes, and decisions of teens with influences in their identity formation. The high experience and uniqueness help the influencer to make content that is more original. Young people spend more time watching original content (e.g. Chassiakos & Stager, 2020 ). Thus, the originality of content can be a source of digital distraction.

The rise in psychological problems among adolescents in Tunisia carries troubling risks. According to MICS6 Survey (2020), 18.7% of children aged 15–17 years suffer from anxiety, and 5.2% are depressed. The incidence of suicide among children (0–19 years old) was 2.07 cases per 100,000 in 2016, against 1.4 per 100,000 in 2015. Most child suicides concern 15–19-year-olds. They are in part linked to intensive use of online games, according to the general delegate of child protection. However, scientific studies rarely test the link between social media use and psychological disorders for young people in the Tunisian context. In fact, our result emphasized the important role of influencers' distinctive features and their effect on teens' behavior.

Thus, it is necessary and critical to go deeper into those factors that influence the psychological health of teens. We promote researchers to explore further this topic. They can uncover ways to help teens avoid various psychological and cognitive problems, or at least realize them and know the danger they can cause to themselves and others.

These results have many implications for different actors like researchers and experts who were interested in the psychological field.

This work suffers from some methodological and contextual limitations that call recommendations for future research. Fist, the sample size used is relatively small because of the epidemiological situation that Tunisia experienced at the time of completing this work. On the other hand, this work was limited only to study the direct relationship between variables. Therefore, we suggest expanding the questionnaire circle. We can develop this research by interviewing specialists in the psychological field. From an empirical point of view, we can go deeper into this topic by testing the indirect relationship among variables.

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Lajnef, K. The effect of social media influencers' on teenagers Behavior: an empirical study using cognitive map technique. Curr Psychol 42 , 19364–19377 (2023). https://doi.org/10.1007/s12144-023-04273-1

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Introduction

Changing brain functioning, disrupting physical development, influence on social development, positive impact, application of bronfenbrenner’s bioecological systems theory.

The Internet has become an influential part of human life and has changed the environment in which children develop. Notably, communication and social interactions are more active on social media now. The media include various platforms that allow sharing news, ideas, images, and other information. The influence of social media is ambiguous and negative consequences attract special attention. The current paper studies the impact of Instagram on brain functioning and physical and social development. A distinctive feature of Instagram from other social networks is its focus on photo and video content (Wells et al., 2021). Using Bronfenbrenner’s Bioecological systems theory, the report also considers how this network transformed childhood development. Even though the negative impact of Instagram prevails, it can also be used for benefit.

In childhood, harm due to social media’s influence on brain functioning is more substantial than in adulthood. The children’s brains undergoe significant changes in age 10-12, and social rewards like compliments or appreciation bring more satisfaction than before (Abrams, 2022). As a result, users of this age are more sensitive to the opinions of others and seek approval. At the same time, Instagram shows a predominantly ideal lifestyle. Therefore, children tend to be dissatisfied with themselves, which leads to low self-esteem, depression, eating disorders, and similar problems (Wells et al., 2021). The effect on brain functioning extends not only to the perception of oneself but also the perception of the world.

Social networks aim to interest and keep as many people as possible. To achieve this goal, they use unique algorithms, which show content based on the users’ interests and requests (MacRae et al., 2021). Consequently, the network affects how the brain receives and processes information. At the same time, algorithms tend to process the interests of users and then offer more extreme options. For example, the user can get recommendations on unhealthy weight-loss methods after reading about a healthy diet. Media shapes a child’s perception of the world by emphasizing certain aspects. Therefore, parents and guardians should be aware how their children use Instagram and other networks.

Middle childhood is also a critical period of physical development. Growth slows at this time, but attention, coordination, and motor skills improve (Pelz & Overstreet, 2022). Many children at this age participate in sports teams, which, in addition to physical benefits, also help establish social contacts (Pelz & Overstreet, 2022). However, social media fascination often leads to neglect of physical activity (Cipolletta et al., 2020). Moreover, dissatisfaction with one’s own body, which arises due to Instagram, is a common problem for children that begin to seek social approval (Wells and others, 2021). In pursuit of the ideal body or due to discontent, there are tendencies for unhealthy diets, traumatic exercises, and other dangerous measures. As a result, Instagram can disrupt physical development by reducing children’s activity or offering content with unhealthy diets and exercises.

Children learn to build social relationships and interact with others. Social networks help maintain communication, even when the interlocutors are far away. However, with personal interaction, children can better build their boundaries, and their communication is more private. Instagram encourages publicity, especially when children seek approval from their surroundings (Abrams, 2022). As a result, children are more focused on social comparison on Instagram, which affects their self-perception. Social media are used as a tool in the struggle for popularity, and children consider the number of subscribers and likes as its indicator (Wells et al., 2021). Moreover, many teenagers report that Instagram has made them doubt the strengths of friendship (Wells et al., 2021). Although the network should support social interactions, it often harms them.

Instagram can also have a positive influence on its users. Using its focus on photos and videos, children can use it as a place to express themselves (Cipolletta et al., 2020). Content can be not only extreme but also educational and helpful. Gentina et al. (2021) note that social media can help develop the theory of mind skill to help recognize deceptive content or advertising. Nowadays, the Instagram owner-company cooperates with various organizations to create content, contributing to emotional resilience development (Wells et al., 2021). The media shows not only the ideal lifestyle: bloggers who tell about the struggle for the rights of minorities can also have an impact and promote social justice. People with disabilities can use their profiles to demonstrate the possibility of being happy in various circumstances, thereby providing support to other users (Wells et al., 2021). Therefore, one can find benefits in using Instagram with a cautious approach.

Social media has significantly changed the circumstances of children’s development. Using Bronfenbrenner’s bioecological systems theory, one can distinguish several features. For example, Instagram and other networks become part of the microsystem, as they are constantly in contact with the users and have a substantial impact (Navarro & Tudge, 2022). In the macro system, Instagram can be seen as part of a new culture or social values. Moreover, as already mentioned, the network influences the world’s perception and, therefore, is part of this level. The influence of elements of other systems is also enhanced since social media simplifies the interaction between them. Consequently, Instagram changed the impact of Bronfenbrenner’s systems on the child’s development.

Thus, Instagram is a popular social media focusing on exchanging photo and video content. It can affect the functioning of children’s brains, as it determines their perception of the world through the recommended content. Instagram also helps users seek social approval, but spreading content about an ideal life often harms them. This media can disrupt physical development, as it distracts children from the activity and can offer harmful recommendations influencing behavior. Aimed to establish social ties, Instagram has become a tool for comparison and competition in the social aspect, harming development. Nevertheless, with a careful approach to use, Instagram can benefit – develop the theory of mind skills and become a platform for self-expression. Applying Bronfenbrenner’s bioecological systems theory, one can note that social media has significantly changed the environment of a child’s development.

Abrams, Z. (2022). Why young brains are especially vulnerable to social media . American Psychological Association.

Cipolletta, S., Malighetti, C., Cenedese, C., & Spoto, A. (2020). How can adolescents benefit from the use of social networks? The iGeneration on Instagram. International Journal of Environmental Research and Public Health , 17 (19), 1-15.

Gentina, E., Chen, R., & Yang, Z. (2021). Development of theory of mind on online social networks: Evidence from Facebook, Twitter, Instagram, and Snapchat. Journal of Business Research , 124 , 652-666.

MacRae, I., Eyre, H., Keller, A., & Chapman, S. (2021). Social media is changing our brains. Center for BrainHealth.

Navarro, J. L., & Tudge, J. R. (2022). Technologizing Bronfenbrenner: Neo-ecological theory . Current Psychology , 1-17.

Pelz, B., & Overstreet, L. (2022). Developmental psychology [eBook edition]. NSCC.

Wells, G., Horwitz, J., & Seetharaman, (2021). Facebook knows Instagram is toxic for teen girls, company documents show. The Wall Street Journal.

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The effect of social media on the development of students’ affective variables

1 Science and Technology Department, Nanjing University of Posts and Telecommunications, Nanjing, China

2 School of Marxism, Hohai University, Nanjing, Jiangsu, China

3 Government Enterprise Customer Center, China Mobile Group Jiangsu Co., Ltd., Nanjing, China

The use of social media is incomparably on the rise among students, influenced by the globalized forms of communication and the post-pandemic rush to use multiple social media platforms for education in different fields of study. Though social media has created tremendous chances for sharing ideas and emotions, the kind of social support it provides might fail to meet students’ emotional needs, or the alleged positive effects might be short-lasting. In recent years, several studies have been conducted to explore the potential effects of social media on students’ affective traits, such as stress, anxiety, depression, and so on. The present paper reviews the findings of the exemplary published works of research to shed light on the positive and negative potential effects of the massive use of social media on students’ emotional well-being. This review can be insightful for teachers who tend to take the potential psychological effects of social media for granted. They may want to know more about the actual effects of the over-reliance on and the excessive (and actually obsessive) use of social media on students’ developing certain images of self and certain emotions which are not necessarily positive. There will be implications for pre- and in-service teacher training and professional development programs and all those involved in student affairs.

Introduction

Social media has turned into an essential element of individuals’ lives including students in today’s world of communication. Its use is growing significantly more than ever before especially in the post-pandemic era, marked by a great revolution happening to the educational systems. Recent investigations of using social media show that approximately 3 billion individuals worldwide are now communicating via social media ( Iwamoto and Chun, 2020 ). This growing population of social media users is spending more and more time on social network groupings, as facts and figures show that individuals spend 2 h a day, on average, on a variety of social media applications, exchanging pictures and messages, updating status, tweeting, favoring, and commenting on many updated socially shared information ( Abbott, 2017 ).

Researchers have begun to investigate the psychological effects of using social media on students’ lives. Chukwuere and Chukwuere (2017) maintained that social media platforms can be considered the most important source of changing individuals’ mood, because when someone is passively using a social media platform seemingly with no special purpose, s/he can finally feel that his/her mood has changed as a function of the nature of content overviewed. Therefore, positive and negative moods can easily be transferred among the population using social media networks ( Chukwuere and Chukwuere, 2017 ). This may become increasingly important as students are seen to be using social media platforms more than before and social networking is becoming an integral aspect of their lives. As described by Iwamoto and Chun (2020) , when students are affected by social media posts, especially due to the increasing reliance on social media use in life, they may be encouraged to begin comparing themselves to others or develop great unrealistic expectations of themselves or others, which can have several affective consequences.

Considering the increasing influence of social media on education, the present paper aims to focus on the affective variables such as depression, stress, and anxiety, and how social media can possibly increase or decrease these emotions in student life. The exemplary works of research on this topic in recent years will be reviewed here, hoping to shed light on the positive and negative effects of these ever-growing influential platforms on the psychology of students.

Significance of the study

Though social media, as the name suggests, is expected to keep people connected, probably this social connection is only superficial, and not adequately deep and meaningful to help individuals feel emotionally attached to others. The psychological effects of social media on student life need to be studied in more depth to see whether social media really acts as a social support for students and whether students can use social media to cope with negative emotions and develop positive feelings or not. In other words, knowledge of the potential effects of the growing use of social media on students’ emotional well-being can bridge the gap between the alleged promises of social media and what it actually has to offer to students in terms of self-concept, self-respect, social role, and coping strategies (for stress, anxiety, etc.).

Exemplary general literature on psychological effects of social media

Before getting down to the effects of social media on students’ emotional well-being, some exemplary works of research in recent years on the topic among general populations are reviewed. For one, Aalbers et al. (2018) reported that individuals who spent more time passively working with social media suffered from more intense levels of hopelessness, loneliness, depression, and perceived inferiority. For another, Tang et al. (2013) observed that the procedures of sharing information, commenting, showing likes and dislikes, posting messages, and doing other common activities on social media are correlated with higher stress. Similarly, Ley et al. (2014) described that people who spend 2 h, on average, on social media applications will face many tragic news, posts, and stories which can raise the total intensity of their stress. This stress-provoking effect of social media has been also pinpointed by Weng and Menczer (2015) , who contended that social media becomes a main source of stress because people often share all kinds of posts, comments, and stories ranging from politics and economics, to personal and social affairs. According to Iwamoto and Chun (2020) , anxiety and depression are the negative emotions that an individual may develop when some source of stress is present. In other words, when social media sources become stress-inducing, there are high chances that anxiety and depression also develop.

Charoensukmongkol (2018) reckoned that the mental health and well-being of the global population can be at a great risk through the uncontrolled massive use of social media. These researchers also showed that social media sources can exert negative affective impacts on teenagers, as they can induce more envy and social comparison. According to Fleck and Johnson-Migalski (2015) , though social media, at first, plays the role of a stress-coping strategy, when individuals continue to see stressful conditions (probably experienced and shared by others in media), they begin to develop stress through the passage of time. Chukwuere and Chukwuere (2017) maintained that social media platforms continue to be the major source of changing mood among general populations. For example, someone might be passively using a social media sphere, and s/he may finally find him/herself with a changed mood depending on the nature of the content faced. Then, this good or bad mood is easily shared with others in a flash through the social media. Finally, as Alahmar (2016) described, social media exposes people especially the young generation to new exciting activities and events that may attract them and keep them engaged in different media contexts for hours just passing their time. It usually leads to reduced productivity, reduced academic achievement, and addiction to constant media use ( Alahmar, 2016 ).

The number of studies on the potential psychological effects of social media on people in general is higher than those selectively addressed here. For further insights into this issue, some other suggested works of research include Chang (2012) , Sriwilai and Charoensukmongkol (2016) , and Zareen et al. (2016) . Now, we move to the studies that more specifically explored the effects of social media on students’ affective states.

Review of the affective influences of social media on students

Vygotsky’s mediational theory (see Fernyhough, 2008 ) can be regarded as a main theoretical background for the support of social media on learners’ affective states. Based on this theory, social media can play the role of a mediational means between learners and the real environment. Learners’ understanding of this environment can be mediated by the image shaped via social media. This image can be either close to or different from the reality. In the case of the former, learners can develop their self-image and self-esteem. In the case of the latter, learners might develop unrealistic expectations of themselves by comparing themselves to others. As it will be reviewed below among the affective variables increased or decreased in students under the influence of the massive use of social media are anxiety, stress, depression, distress, rumination, and self-esteem. These effects have been explored more among school students in the age range of 13–18 than university students (above 18), but some studies were investigated among college students as well. Exemplary works of research on these affective variables are reviewed here.

In a cross-sectional study, O’Dea and Campbell (2011) explored the impact of online interactions of social networks on the psychological distress of adolescent students. These researchers found a negative correlation between the time spent on social networking and mental distress. Dumitrache et al. (2012) explored the relations between depression and the identity associated with the use of the popular social media, the Facebook. This study showed significant associations between depression and the number of identity-related information pieces shared on this social network. Neira and Barber (2014) explored the relationship between students’ social media use and depressed mood at teenage. No significant correlation was found between these two variables. In the same year, Tsitsika et al. (2014) explored the associations between excessive use of social media and internalizing emotions. These researchers found a positive correlation between more than 2-h a day use of social media and anxiety and depression.

Hanprathet et al. (2015) reported a statistically significant positive correlation between addiction to Facebook and depression among about a thousand high school students in wealthy populations of Thailand and warned against this psychological threat. Sampasa-Kanyinga and Lewis (2015) examined the relationship between social media use and psychological distress. These researchers found that the use of social media for more than 2 h a day was correlated with a higher intensity of psychological distress. Banjanin et al. (2015) tested the relationship between too much use of social networking and depression, yet found no statistically significant correlation between these two variables. Frison and Eggermont (2016) examined the relationships between different forms of Facebook use, perceived social support of social media, and male and female students’ depressed mood. These researchers found a positive association between the passive use of the Facebook and depression and also between the active use of the social media and depression. Furthermore, the perceived social support of the social media was found to mediate this association. Besides, gender was found as the other factor to mediate this relationship.

Vernon et al. (2017) explored change in negative investment in social networking in relation to change in depression and externalizing behavior. These researchers found that increased investment in social media predicted higher depression in adolescent students, which was a function of the effect of higher levels of disrupted sleep. Barry et al. (2017) explored the associations between the use of social media by adolescents and their psychosocial adjustment. Social media activity showed to be positively and moderately associated with depression and anxiety. Another investigation was focused on secondary school students in China conducted by Li et al. (2017) . The findings showed a mediating role of insomnia on the significant correlation between depression and addiction to social media. In the same year, Yan et al. (2017) aimed to explore the time spent on social networks and its correlation with anxiety among middle school students. They found a significant positive correlation between more than 2-h use of social networks and the intensity of anxiety.

Also in China, Wang et al. (2018) showed that addiction to social networking sites was correlated positively with depression, and this correlation was mediated by rumination. These researchers also found that this mediating effect was moderated by self-esteem. It means that the effect of addiction on depression was compounded by low self-esteem through rumination. In another work of research, Drouin et al. (2018) showed that though social media is expected to act as a form of social support for the majority of university students, it can adversely affect students’ mental well-being, especially for those who already have high levels of anxiety and depression. In their research, the social media resources were found to be stress-inducing for half of the participants, all university students. The higher education population was also studied by Iwamoto and Chun (2020) . These researchers investigated the emotional effects of social media in higher education and found that the socially supportive role of social media was overshadowed in the long run in university students’ lives and, instead, fed into their perceived depression, anxiety, and stress.

Keles et al. (2020) provided a systematic review of the effect of social media on young and teenage students’ depression, psychological distress, and anxiety. They found that depression acted as the most frequent affective variable measured. The most salient risk factors of psychological distress, anxiety, and depression based on the systematic review were activities such as repeated checking for messages, personal investment, the time spent on social media, and problematic or addictive use. Similarly, Mathewson (2020) investigated the effect of using social media on college students’ mental health. The participants stated the experience of anxiety, depression, and suicidality (thoughts of suicide or attempts to suicide). The findings showed that the types and frequency of using social media and the students’ perceived mental health were significantly correlated with each other.

The body of research on the effect of social media on students’ affective and emotional states has led to mixed results. The existing literature shows that there are some positive and some negative affective impacts. Yet, it seems that the latter is pre-dominant. Mathewson (2020) attributed these divergent positive and negative effects to the different theoretical frameworks adopted in different studies and also the different contexts (different countries with whole different educational systems). According to Fredrickson’s broaden-and-build theory of positive emotions ( Fredrickson, 2001 ), the mental repertoires of learners can be built and broadened by how they feel. For instance, some external stimuli might provoke negative emotions such as anxiety and depression in learners. Having experienced these negative emotions, students might repeatedly check their messages on social media or get addicted to them. As a result, their cognitive repertoire and mental capacity might become limited and they might lose their concentration during their learning process. On the other hand, it should be noted that by feeling positive, learners might take full advantage of the affordances of the social media and; thus, be able to follow their learning goals strategically. This point should be highlighted that the link between the use of social media and affective states is bi-directional. Therefore, strategic use of social media or its addictive use by students can direct them toward either positive experiences like enjoyment or negative ones such as anxiety and depression. Also, these mixed positive and negative effects are similar to the findings of several other relevant studies on general populations’ psychological and emotional health. A number of studies (with general research populations not necessarily students) showed that social networks have facilitated the way of staying in touch with family and friends living far away as well as an increased social support ( Zhang, 2017 ). Given the positive and negative emotional effects of social media, social media can either scaffold the emotional repertoire of students, which can develop positive emotions in learners, or induce negative provokers in them, based on which learners might feel negative emotions such as anxiety and depression. However, admittedly, social media has also generated a domain that encourages the act of comparing lives, and striving for approval; therefore, it establishes and internalizes unrealistic perceptions ( Virden et al., 2014 ; Radovic et al., 2017 ).

It should be mentioned that the susceptibility of affective variables to social media should be interpreted from a dynamic lens. This means that the ecology of the social media can make changes in the emotional experiences of learners. More specifically, students’ affective variables might self-organize into different states under the influence of social media. As for the positive correlation found in many studies between the use of social media and such negative effects as anxiety, depression, and stress, it can be hypothesized that this correlation is induced by the continuous comparison the individual makes and the perception that others are doing better than him/her influenced by the posts that appear on social media. Using social media can play a major role in university students’ psychological well-being than expected. Though most of these studies were correlational, and correlation is not the same as causation, as the studies show that the number of participants experiencing these negative emotions under the influence of social media is significantly high, more extensive research is highly suggested to explore causal effects ( Mathewson, 2020 ).

As the review of exemplary studies showed, some believed that social media increased comparisons that students made between themselves and others. This finding ratifies the relevance of the Interpretation Comparison Model ( Stapel and Koomen, 2000 ; Stapel, 2007 ) and Festinger’s (1954) Social Comparison Theory. Concerning the negative effects of social media on students’ psychology, it can be argued that individuals may fail to understand that the content presented in social media is usually changed to only represent the attractive aspects of people’s lives, showing an unrealistic image of things. We can add that this argument also supports the relevance of the Social Comparison Theory and the Interpretation Comparison Model ( Stapel and Koomen, 2000 ; Stapel, 2007 ), because social media sets standards that students think they should compare themselves with. A constant observation of how other students or peers are showing their instances of achievement leads to higher self-evaluation ( Stapel and Koomen, 2000 ). It is conjectured that the ubiquitous role of social media in student life establishes unrealistic expectations and promotes continuous comparison as also pinpointed in the Interpretation Comparison Model ( Stapel and Koomen, 2000 ; Stapel, 2007 ).

Implications of the study

The use of social media is ever increasing among students, both at school and university, which is partly because of the promises of technological advances in communication services and partly because of the increased use of social networks for educational purposes in recent years after the pandemic. This consistent use of social media is not expected to leave students’ psychological, affective and emotional states untouched. Thus, it is necessary to know how the growing usage of social networks is associated with students’ affective health on different aspects. Therefore, we found it useful to summarize the research findings in recent years in this respect. If those somehow in charge of student affairs in educational settings are aware of the potential positive or negative effects of social media usage on students, they can better understand the complexities of students’ needs and are better capable of meeting them.

Psychological counseling programs can be initiated at schools or universities to check upon the latest state of students’ mental and emotional health influenced by the pervasive use of social media. The counselors can be made aware of the potential adverse effects of social networking and can adapt the content of their inquiries accordingly. Knowledge of the potential reasons for student anxiety, depression, and stress can help school or university counselors to find individualized coping strategies when they diagnose any symptom of distress in students influenced by an excessive use of social networking.

Admittedly, it is neither possible to discard the use of social media in today’s academic life, nor to keep students’ use of social networks fully controlled. Certainly, the educational space in today’s world cannot do without the social media, which has turned into an integral part of everybody’s life. Yet, probably students need to be instructed on how to take advantage of the media and to be the least affected negatively by its occasional superficial and unrepresentative content. Compensatory programs might be needed at schools or universities to encourage students to avoid making unrealistic and impartial comparisons of themselves and the flamboyant images of others displayed on social media. Students can be taught to develop self-appreciation and self-care while continuing to use the media to their benefit.

The teachers’ role as well as the curriculum developers’ role are becoming more important than ever, as they can significantly help to moderate the adverse effects of the pervasive social media use on students’ mental and emotional health. The kind of groupings formed for instructional purposes, for example, in social media can be done with greater care by teachers to make sure that the members of the groups are homogeneous and the tasks and activities shared in the groups are quite relevant and realistic. The teachers cannot always be in a full control of students’ use of social media, and the other fact is that students do not always and only use social media for educational purposes. They spend more time on social media for communicating with friends or strangers or possibly they just passively receive the content produced out of any educational scope just for entertainment. This uncontrolled and unrealistic content may give them a false image of life events and can threaten their mental and emotional health. Thus, teachers can try to make students aware of the potential hazards of investing too much of their time on following pages or people that publish false and misleading information about their personal or social identities. As students, logically expected, spend more time with their teachers than counselors, they may be better and more receptive to the advice given by the former than the latter.

Teachers may not be in full control of their students’ use of social media, but they have always played an active role in motivating or demotivating students to take particular measures in their academic lives. If teachers are informed of the recent research findings about the potential effects of massively using social media on students, they may find ways to reduce students’ distraction or confusion in class due to the excessive or over-reliant use of these networks. Educators may more often be mesmerized by the promises of technology-, computer- and mobile-assisted learning. They may tend to encourage the use of social media hoping to benefit students’ social and interpersonal skills, self-confidence, stress-managing and the like. Yet, they may be unaware of the potential adverse effects on students’ emotional well-being and, thus, may find the review of the recent relevant research findings insightful. Also, teachers can mediate between learners and social media to manipulate the time learners spend on social media. Research has mainly indicated that students’ emotional experiences are mainly dependent on teachers’ pedagogical approach. They should refrain learners from excessive use of, or overreliance on, social media. Raising learners’ awareness of this fact that individuals should develop their own path of development for learning, and not build their development based on unrealistic comparison of their competences with those of others, can help them consider positive values for their activities on social media and, thus, experience positive emotions.

At higher education, students’ needs are more life-like. For example, their employment-seeking spirits might lead them to create accounts in many social networks, hoping for a better future. However, membership in many of these networks may end in the mere waste of the time that could otherwise be spent on actual on-campus cooperative projects. Universities can provide more on-campus resources both for research and work experience purposes from which the students can benefit more than the cyberspace that can be tricky on many occasions. Two main theories underlying some negative emotions like boredom and anxiety are over-stimulation and under-stimulation. Thus, what learners feel out of their involvement in social media might be directed toward negative emotions due to the stimulating environment of social media. This stimulating environment makes learners rely too much, and spend too much time, on social media or use them obsessively. As a result, they might feel anxious or depressed. Given the ubiquity of social media, these negative emotions can be replaced with positive emotions if learners become aware of the psychological effects of social media. Regarding the affordances of social media for learners, they can take advantage of the potential affordances of these media such as improving their literacy, broadening their communication skills, or enhancing their distance learning opportunities.

A review of the research findings on the relationship between social media and students’ affective traits revealed both positive and negative findings. Yet, the instances of the latter were more salient and the negative psychological symptoms such as depression, anxiety, and stress have been far from negligible. These findings were discussed in relation to some more relevant theories such as the social comparison theory, which predicted that most of the potential issues with the young generation’s excessive use of social media were induced by the unfair comparisons they made between their own lives and the unrealistic portrayal of others’ on social media. Teachers, education policymakers, curriculum developers, and all those in charge of the student affairs at schools and universities should be made aware of the psychological effects of the pervasive use of social media on students, and the potential threats.

It should be reminded that the alleged socially supportive and communicative promises of the prevalent use of social networking in student life might not be fully realized in practice. Students may lose self-appreciation and gratitude when they compare their current state of life with the snapshots of others’ or peers’. A depressed or stressed-out mood can follow. Students at schools or universities need to learn self-worth to resist the adverse effects of the superficial support they receive from social media. Along this way, they should be assisted by the family and those in charge at schools or universities, most importantly the teachers. As already suggested, counseling programs might help with raising students’ awareness of the potential psychological threats of social media to their health. Considering the ubiquity of social media in everybody’ life including student life worldwide, it seems that more coping and compensatory strategies should be contrived to moderate the adverse psychological effects of the pervasive use of social media on students. Also, the affective influences of social media should not be generalized but they need to be interpreted from an ecological or contextual perspective. This means that learners might have different emotions at different times or different contexts while being involved in social media. More specifically, given the stative approach to learners’ emotions, what learners emotionally experience in their application of social media can be bound to their intra-personal and interpersonal experiences. This means that the same learner at different time points might go through different emotions Also, learners’ emotional states as a result of their engagement in social media cannot be necessarily generalized to all learners in a class.

As the majority of studies on the psychological effects of social media on student life have been conducted on school students than in higher education, it seems it is too soon to make any conclusive remark on this population exclusively. Probably, in future, further studies of the psychological complexities of students at higher education and a better knowledge of their needs can pave the way for making more insightful conclusions about the effects of social media on their affective states.

Suggestions for further research

The majority of studies on the potential effects of social media usage on students’ psychological well-being are either quantitative or qualitative in type, each with many limitations. Presumably, mixed approaches in near future can better provide a comprehensive assessment of these potential associations. Moreover, most studies on this topic have been cross-sectional in type. There is a significant dearth of longitudinal investigation on the effect of social media on developing positive or negative emotions in students. This seems to be essential as different affective factors such as anxiety, stress, self-esteem, and the like have a developmental nature. Traditional research methods with single-shot designs for data collection fail to capture the nuances of changes in these affective variables. It can be expected that more longitudinal studies in future can show how the continuous use of social media can affect the fluctuations of any of these affective variables during the different academic courses students pass at school or university.

As already raised in some works of research reviewed, the different patterns of impacts of social media on student life depend largely on the educational context. Thus, the same research designs with the same academic grade students and even the same age groups can lead to different findings concerning the effects of social media on student psychology in different countries. In other words, the potential positive and negative effects of popular social media like Facebook, Snapchat, Twitter, etc., on students’ affective conditions can differ across different educational settings in different host countries. Thus, significantly more research is needed in different contexts and cultures to compare the results.

There is also a need for further research on the higher education students and how their affective conditions are positively and negatively affected by the prevalent use of social media. University students’ psychological needs might be different from other academic grades and, thus, the patterns of changes that the overall use of social networking can create in their emotions can be also different. Their main reasons for using social media might be different from school students as well, which need to be investigated more thoroughly. The sorts of interventions needed to moderate the potential negative effects of social networking on them can be different too, all requiring a new line of research in education domain.

Finally, there are hopes that considering the ever-increasing popularity of social networking in education, the potential psychological effects of social media on teachers be explored as well. Though teacher psychology has only recently been considered for research, the literature has provided profound insights into teachers developing stress, motivation, self-esteem, and many other emotions. In today’s world driven by global communications in the cyberspace, teachers like everyone else are affecting and being affected by social networking. The comparison theory can hold true for teachers too. Thus, similar threats (of social media) to self-esteem and self-worth can be there for teachers too besides students, which are worth investigating qualitatively and quantitatively.

Probably a new line of research can be initiated to explore the co-development of teacher and learner psychological traits under the influence of social media use in longitudinal studies. These will certainly entail sophisticated research methods to be capable of unraveling the nuances of variation in these traits and their mutual effects, for example, stress, motivation, and self-esteem. If these are incorporated within mixed-approach works of research, more comprehensive and better insightful findings can be expected to emerge. Correlational studies need to be followed by causal studies in educational settings. As many conditions of the educational settings do not allow for having control groups or randomization, probably, experimental studies do not help with this. Innovative research methods, case studies or else, can be used to further explore the causal relations among the different features of social media use and the development of different affective variables in teachers or learners. Examples of such innovative research methods can be process tracing, qualitative comparative analysis, and longitudinal latent factor modeling (for a more comprehensive view, see Hiver and Al-Hoorie, 2019 ).

Author contributions

Both authors listed have made a substantial, direct, and intellectual contribution to the work, and approved it for publication.

This study was sponsored by Wuxi Philosophy and Social Sciences bidding project—“Special Project for Safeguarding the Rights and Interests of Workers in the New Form of Employment” (Grant No. WXSK22-GH-13). This study was sponsored by the Key Project of Party Building and Ideological and Political Education Research of Nanjing University of Posts and Telecommunications—“Research on the Guidance and Countermeasures of Network Public Opinion in Colleges and Universities in the Modern Times” (Grant No. XC 2021002).

Conflict of interest

Author XX was employed by China Mobile Group Jiangsu Co., Ltd. The remaining author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Social media poses considerable risks of psychological harm: How to protect children and adolescents

by Andrea Weber-Tuckermann, University of Ulm

Excessive use of social media can impair well-being and even cause disease. To help safeguard children and adolescents, an international research team coordinated by Ulm psychologist Professor Christian Montag has put together recommendations on social media use and published them in a consensus paper in the journal Addictive Behaviors .

The researchers advise abstinence from smartphones throughout the entire school day. Montag also suggests using EU fines imposed on digital companies violating the EU Digital Services Act to fund further research into problematic social media use (PSMU).

The team of researchers from the fields of social sciences, psychology and psychiatry suggest that parents should establish specific rules with their children for the use of social media apps, such as YouTube, TikTok, Snapchat, Instagram and the like, even before their first use. Beyond that, parents should also be role models and lead by example.

The research team also advocates for hard and fast rules at school. In a Comment published in Nature Reviews Psychology , they advise teachers to collaborate with researchers—ideally with the active involvement of the pupils—in order to draw up a clear-cut code of practice for the use of smartphones within the school environment, which would then apply to both pupils and teachers. In addition, children and adolescents should ideally refrain entirely from using their smartphones throughout the school day.

"An evidence-based approach is crucial in order to deal with this challenging topic responsibly. We need guidelines grounded in scientific insights, and further research is undoubtedly required," explains Montag. However, the situation is urgent, and there is already compounding evidence.

The "problematic use of social media," a term for excessive social media use that is harmful to health and well-being, can take on addictive-like forms. Although addictive-like social media use is not yet an official diagnosis in the World Health Organization's ICD-11, current discussions focus on whether the diagnostic criteria of Gaming Disorder can and should be extrapolated to excessive social media use.

Children and adolescents with PSMU are more likely to suffer from depression and anxiety. Even eating disorders and self-harm have been observed more frequently. This list continues with emotional and social disorders as well as problematic body image. This said, causality between the associations need to be better established, because much research is hampered by cross-sectional findings.

Some children and adolescents are particularly vulnerable

Why are some people unable to put their smartphones down while others don't need TikTok or YouTube at all? "Not all young people are equally susceptible to problematic social media use. The risk is particularly high among young adolescents . Girls are potentially more susceptible than boys," explains Professor Montag, "but current figures also show that the gap between the genders is closing.

"Emotionally unstable adolescents with little self-esteem and self-control, and therefore psychosocial problems, are especially at risk. Situational and contextual factors, however, also play a role: Have the parents and school established clear rules and binding guidelines for dealing with social media?"

The researchers also looked into the whys behind young peoples' excessive smartphone and social media use. The current assumption is that deeper psychological and social mechanisms are at play.

"Social media might be a means to regulate negative feelings and compensate for unfulfilled needs. The underlying desire seems to be a sense of belonging, recognition and admiration as well as the fear of missing out," explain the researchers.

"Problematic social media use is not yet recognized as an addiction disorder. Nevertheless, it is important to identify the driving forces behind this excessive online behavior. Not least in order to limit problematic behavior and develop suitable coping strategies.

"For me, the most important question seems to be: To what extent can problematic social media use cause functional impairments and health problems?" says Professor Montag.

Yet there are still significant research gaps. Additional neuroscientific work is needed in particular in order to gain more insights into the neurobiology involved in social media use. What happens to the brains of young people when they consume social media excessively?

Using fines from enforcing EU Digital Services Act for research

Children and adolescents unfortunately quite often encounter non-age-appropriate content on social media—such as pornography and depictions of violence—which can be quite harmful to healthy child development.

In another article, this one a Correspondence published in Nature , in which Professor Montag was also involved, the authors expressly welcome the European Union's initiative to regulate digital services and markets. The EU Digital Services Act package creates an effective, legally binding basis for regulating social media platforms and their responsible use.

Together with Professor Benjamin Becker from the University of Hong Kong, Professor Montag shows how independent, interdisciplinary research on PSMU could be financed on a larger scale by using fines imposed by the EU on companies violating the EU Digital Services Act.

In mid-May, Montag presented the new scientific findings on the use of social media by children and adolescents to members of the Committee on Family Affairs, Senior Citizens, Women and Youth in the German Bundestag.

Christian Montag et al, Safeguarding young users on social media through academic oversight, Nature Reviews Psychology (2024). DOI: 10.1038/s44159-024-00311-2

Christian Montag et al, Use fines from EU social-media act to fund research on adolescent mental health, Nature (2024). DOI: 10.1038/d41586-024-01040-5

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A realistic way to protect kids from social media? Find a middle ground

Larissa May, of HalfTheStory, is photographed in New York’s Madison Square Park, Tuesday, June 4, 2024. The site works with young people to build better relationships with technology, on their own terms, starting in middle school even before some kids have a device. To May, abstinence is not the answer to teens’ problems with social media. (AP Photo/Richard Drew)

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Ahmed Othman isn’t on TikTok and doesn’t want to be.

He and his younger sister got iPhones when they were in eighth and seventh grade respectively, but with no social media, just iMessage. Their parents, who are both computer scientists, spent the next year teaching them about social media, bombarding them with studies about its effects on teen mental health.

“They really tried to emphasize social media is a tool, but can also be like your worst enemy if you so make it,” Othman said.

Now 17, Othman credits his parents’ deep involvement for what he calls a “healthy relationship” with his phone. That includes staying away from TikTok.

“The algorithm is so potent that I feel like, you know, TikTok might not benefit me,” he said.

Othman, who’s originally from Libya and lives in Massachusetts, is an outlier among his peers, nearly two-thirds of whom are on TikTok either with or without their parents’ permission, according to the Pew Research Center.

Othman’s parents took a middle ground approach that a growing number of experts say is the most realistic and effective way of teaching children about social media: Rather than an outright ban or allowing free reign, they recommend a slow, deliberate onboarding that gives children the tools and information they need to navigate a world in which places like TikTok, Instagram and Snapchat are almost impossible to escape.

“You cannot just expect that the kids will jump into the world of social media, learn how to swim on their own,” said Natalie Bazarova, a professor of communications and director of the Cornell Social Media Lab. “They need to have instruction. They need to have practice on how to behave on social media. They need to have understanding of risks and opportunities. And they also need to learn that in a way that is age appropriate.”

FEW GUARDRAILS

The harms to children from social media have been well-documented in the two decades since Facebook’s launch ushered in a new era in how the world communicates. Kids who spend more time on social media, especially when they are tweens or young teenagers, are more likely to experience depression and anxiety, according to multiple studies — though it is not yet clear if there is a causal relationship.

Many are exposed to content that is not appropriate for their age, including pornography and violence. They also face bullying, sexual harassment and unwanted advances from their peers as well as adult strangers. Because their brains are not fully developed, teenagers are also more affected by social comparisons than adults, so even happy posts from friends could send them into a negative spiral.

Lawmakers have taken notice and have held multiple congressional hearings — most recently in January — on child online safety. Still, the last federal law aimed at protecting children online was enacted in 1998, six years before Facebook’s founding.

Last May, U.S. Surgeon General Vivek Murthy issued a warning saying there is not enough evidence to show that social media is safe for kids and urged policymakers to address the harms of social media the same way they regulate things like car seats, baby formula, medication and other products children use. Parents, he stressed, can’t do it all, although some — like Othman’s — try.

Othman at first wanted a phone “with everything on it, no restrictions.”

“But like now, after the years passed, I really do understand and appreciate what they did,” he said.

WHEN IT’S NOT ENOUGH

Of course, the Othmans’ approach may not work for every family. Most parents are not computer scientists, and many don’t have the time or expertise to create a crash-course on social media for their children.

But even when parents are vigilant, that’s still no guarantee their children won’t fall prey to social media’s traps.

Neveen Radwan thought she did everything right when she gave her children phones: putting restrictions on their accounts, having access to their passwords, taking away their phones at night, setting everything to private.

“I made sure that everything was very, very, you know, airtight,” said Radwan, who worked in information technology for 20 years.

Her daughter didn’t get a phone until she was 13. She started using social media in the eighth grade. When she was 16, she was diagnosed with anorexia.

“We were right in the beginning of (the COVID lockdowns) and it progressed very quickly because we were at home and she was on social media quite a bit at the time,” Radwan recalled.

An avid athlete, the teen started looking for workouts and ways to stay healthy on Instagram. Soon, though, the algorithm began showing her social media challenges like “how to stay under 500 calories a day” and “if you want to stay skinny, you need to be able to fit in a baby swing.” Within two or three months, Radwan said her daughter was in the hospital.

Today, Radwan speaks about the harms of social media to teens and has joined a lawsuit against Facebook and Instagram parent company Meta Platforms Inc. that seeks to hold the tech giant accountable for the harms its platforms have caused to children and teens. Her daughter has recovered and is attending college.

ARE SCHOOLS THE ANSWER?

While parents are definitely part of the equation, most of the the teens and experts interviewed by The Associated Press pointed to schools as the key place where all children can learn about “digital citizenship,” the umbrella term that includes news media literacy, cyberbullying, social media balance and now even artificial intelligence literacy.

“We have sex education. We don’t have things about like online safety,” said Bao Le, a 18-year-old freshman at Vanderbilt University in Nashville. “And a lot of kids are dying of suicide, you know, text sextortion. So I think it’s really important the school also teaches this.”

But while some schools offer digital literacy or online safety programs, these are still few and far between. Teachers already face pressure to teach the regular curriculum while also dealing with staffing shortages and funding issues. Not only that, but kids are often encouraged to be on social media if they want to participate in extracurricular activities and other school programs.

Some schools opt to ban phones altogether , but just as with parental bans, kids often find a way. For instance, at schools that collect the gadgets from kids in the morning, students say they get around it by turning in fake phones. To get around parental bans, they set up social media accounts on friends’ phones, computers or buy burner phones to keep using after they have turned in their official phone.

“Hope is not a strategy. And pretending that (social media) doesn’t exist is also not a strategy, because we have to deal with real life,” said Merve Lapus, vice president of education outreach at the nonprofit Common Sense Media, whose digital citizenship curriculum is used in more than 90,000 schools in the U.S. “Our kids are being exposed to it in some shape or form. They’re hearing about it with their friends. The pressure to feel connected has not changed. I mean, these are all pressures we felt as kids.”

To really connect with kids, he said, it’s best to get deeper into the pressures they face when it comes to social media, and validate that those are real pressures.

“I think that’s one of the challenges right now, is that it becomes the center of attention only when it’s problematic,” Lapus said. “And so we frame these tools as only problematic tools very easily, very quickly, and our kids will say, you just don’t get it, I can’t talk to you about these things because you don’t understand.”

NONPROFITS STEP UP

Over the past decade or so, nonprofits and advocacy groups — many run by young people who emerged from their own struggles with social media — have popped up to offer help.

Larissa May stumbled on to social media a decade ago when she was in high school “without any roadmap” on its dangers or how to use it. May said she was dealing with depression and anxiety that social media exacerbated. In college, she became “obsessed” with social media and digital marketing, running a fashion blog where she was posting on every day.

“I got to a point where I was spending 12-plus hours a day on my phone in my room, more focused on my digital identity than the world around me, my mental health, my physical health, my sleep,” May recalled. She almost took her own life.

The turning point came when May started going to a psychiatrist almost every day, with clear instructions of what she needed to do: Take antidepressants, start moving her body sleep, and start socializing.

“However, I was spending all of my day on my phone, which they never addressed, and being on my phone prevented me from doing all of those things,” May said. “And it wasn’t until one day where I had this, you know, midnight thought of, why can I not heal? And it was because I hadn’t healed my relationship with technology.”

So, she shut down her fashion blog and started HalfTheStory in 2015, with the intent of gathering stories from young people such as Othman to understand how social media was affecting them.

“And what I found out was that I wasn’t alone in my struggle,” she said.

Today, HalfTheStory works with young people to build better relationships with technology, on their own terms, starting in middle school even before some kids have a device.

To May, abstinence is not the answer to teens’ problems with social media.

“What I learn from every single one of our teens is that they wish their parents had more boundaries for them,” she said. “And I think that parents feel afraid because honestly, a lot of violence and conflict erupts around devices.”