Jul 2026· Journal of Information & Knowledge Management· 0 citations
Abstract
Background: Social media usage (SMU) has grown in popularity among young people, especially in Generation Z (Gen Z). Communicating with peers, gaining new skills and information fast, and maintaining relationships with adult mentors like parents, relatives and instructors are some of its advantages. Objective: This study aimed to investigate how social comparison and cyberbullying interact to influence emotional well-being, providing new insights into the psychological risks associated with social media usage among Gen Z. Methods: An online survey of 531 Indian social media users was carried out between January and March 2024 among 531 Indian social media users (adolescents and young adults aged 12 to 27) enlisted via convenience sampling. Structural equation modelling (SEM) using SPSS and AMOS was employed to evaluate the proposed hypotheses. Findings: The study confirmed a significant direct positive effect of social media use on emotional well-being (b [Formula: see text] 0.184, [Formula: see text]) and a significant indirect effect mediated by social comparison ([Formula: see text]). Cyberbullying emerges as a critical moderator variable, dampening the positive links between social media use (SU) and social comparison (SC) ([Formula: see text]) and between social media use and emotional well-being (EW) ([Formula: see text]). These quantitative results elucidate the nuanced influence of social dynamics on the emotional well-being of Indian Gen Z social media users.
This study examines social media use among adolescents from broken-home family backgrounds, focusing on how it shapes emotional coping strategies and influences emotional well-being. As social media has become deeply embedded in adolescents' daily lives, it plays an important role in their social and emotional experiences. Drawing on the Uses and Gratifications Theory, this study explores the motives underlying social media use to fulfill emotional and psychological needs among adolescents experiencing disharmonious family relationships. A qualitative descriptive approach was employed involving 24 Indonesian adolescents who met the study's inclusion criteria. Data were collected through in-depth interviews and observations of participants' everyday social media use. The findings show that social media functions as an emotional coping mechanism, enabling adolescents to regulate emotions and manage personal stress. Scrolling emerged as the most common activity for emotional distraction, while liking, sharing, and commenting served as forms of social validation. Consequently, many participants spent more time engaging with social media than interacting with their families. The emotional connections formed through social media fulfilled needs that remained unmet within their family environments. Among the available platforms, Instagram was the most preferred because its features best accommodated participants' emotional needs and preferences.
Dessy Trisilowaty, Yuyun Wahyu Izzati Surya, Titik Puji Rahayu· Digital Theory, Culture &...· 0 citations
The significant expansion of algorithm-driven social media platforms, particularly Instagram and TikTok, has raised growing concerns regarding their impact on young people's mental health. However, the psychological mechanisms through which problematic social media use (PSMU) contributes to depression remain insufficiently understood, particularly in non-Western contexts such as Pakistan. The present study examined whether upward social comparison and self-discrepancy sequentially mediate the relationship between PSMU and depression among Pakistani youth. Guided by Social Comparison Theory (Festinger, 1954), Self-Discrepancy Theory (Higgins, 1987), and the Cognitive Vulnerability-Stress Model, a cross-sectional quantitative survey was conducted among 377 Pakistani young adults aged 18-30 years recruited from universities, educational institutions, and community centers in Rawalpindi and Islamabad using purposive sampling. Participants completed the Bergen Social Media Addiction Scale (BSMAS; Andreassen et al., 2016), the Social Media-Adapted Iowa-Netherlands Comparison Orientation Measure (INCOM-SM; Gibbons & Buunk, 1999; adapted by Vogel et al., 2014), the Self-Discrepancy Index-Brief Version (SDI-B; Hardin & Larson, 2009), and the Sub-scale of Depression Anxiety Stress Scale (DASS-21; Lovibond & Lovibond, 1995). Findings indicated that problematic social media use was positively associated with depressive symptoms. This relationship was partially explained through increased upward social comparison and self-discrepancy, supporting the proposed serial mediation model. The findings suggest that algorithm-driven social media environments may contribute to depression by encouraging unfavorable social comparisons and widening the perceived gap between individuals' actual and ideal selves. These results advance understanding of the psychological pathways linking problematic social media use to depression and highlight the importance of digital well-being initiatives, cognitive-based interventions, and youth-focused mental health policies within the Pakistani context.
Muhammad Usman, Aisha Zubair, Zoya Arif et al.· Pakistan Journal of Positive...· 0 citations
The widespread use of social media among university students has raised concerns regarding its impact on psychological and physiological well-being. This study investigates the relationships between social media usage, Fear of Missing Out (FoMO), and sleep quality, with a particular focus on the mediating and moderating role of FoMO. A cross-sectional survey was conducted among 412 undergraduate students, using validated instruments including the Social Media Use Integration Scale (SMUIS), the Fear of Missing Out Scale, and the Pittsburgh Sleep Quality Index (PSQI). Data were analyzed using descriptive statistics, correlation analyses, hierarchical regression, and structural equation modeling. Results indicate that social media usage is positively associated with FoMO, which in turn is negatively associated with sleep quality. Moreover, FoMO moderates the relationship between social media usage and sleep quality, amplifying the negative effect for students with higher levels of FoMO. These findings suggest that FoMO functions as both a cognitive-emotional mediator and a vulnerability factor, linking digital engagement to sleep disruption. The study contributes to the theoretical understanding of digital behavior and health psychology, highlighting the importance of cognitive-emotional mechanisms in shaping behavioral and physiological outcomes. Practically, the results underscore the need for interventions aimed at promoting responsible social media use, reducing FoMO, and improving sleep quality among university students. The study provides empirical evidence for the development of educational programs, counseling strategies, and digital tools designed to enhance student well-being in the context of pervasive social media use.
Min Low· Sustainable Campus Developme...· 0 citations
Background: One key factor influencing weight management in adolescents and young adults appears to be social media (SM). Understanding how social networks affect health behavior has gained attention in recent years. This study aimed to investigate the role that social media plays in weight management among university students in Slovakia. Methods: A questionnaire survey (Social media use questionnaire, Figure Rating Scale 2, and the International Physical Activity Questionnaire) was used to conduct this research. The sample comprised 313 university students from Slovakia (115 males, 198 females). Results: We found that students who want to change their body type do not engage in more physical activity. Similarly, fitness-related content on social media does not increase the frequency of physical activity. We found that women who want to change their body type tend to compare their bodies with their peers on SM at a significantly higher rate. Conclusion: Future research should focus on different SM platforms and the expertise of individual fitness influencers.
Ladislav Kručanica· STADIUM - Hungarian Journal...· 0 citations
Social media has become an integral part of college students’ daily lives, yet the issues of information overload and emotional distress it brings are increasingly prominent. Previous studies have primarily focused on the associations between social media use and psychological outcomes such as well-being, anxiety, or depression, while paying insufficient attention to the underlying mechanisms through which it influences individuals’ core self-evaluation. This study aims to explore the mediating roles of information overload and fear of missing out (FoMO) in the relationship between social media use and core self-evaluation. A cross-sectional survey was conducted in a prefecture-level city in Henan Province, China, from November to December 2023, involving two universities. The questionnaire was administered online via the Wenjuanxing platform. A total of 1519 college students participated in the cross-sectional survey. Results from the chained mediation model indicate that social media use does not directly and positively predict college students’ core self-evaluation; rather, its influence is primarily exerted indirectly through information overload and fear of missing out. Both variables serve as significant mediators and form a sequential mediating pathway. Information overload and FoMO were identified as partial mediators in the correlation between social media usage and core self-evaluation among college students, highlighting the existence of a chain mediation mechanism linking them. This study elucidates the mechanism through which social media influences college students’ self-cognition. Theoretically, it advances the understanding of the relationship between social media use and core self-evaluation; practically, it offers insights for universities to develop interventions targeting information management and emotion regulation, thereby supporting students’ mental health.
This study examined the perceived impact of social media on the emotional well-being, social interaction, academic behavior, and online behavior of Grade 6 pupils, as well as its relationship with students’ level of self-esteem in terms of performance, social, and appearance dimensions. The study also determined whether significant differences exist when grouped according to selected demographic variables of parent-respondents. Results revealed that most parent-respondents belong to the lower-income bracket, are primarily employed full-time, have three children on average, and have first-born Grade 6 pupils. Facebook, Messenger, and TikTok were identified as the most commonly used social media platforms, with most children spending one to two hours daily on social media. Parents generally perceived social media as having a Low Impact on their children’s emotional well-being (M = 2.07), social interaction (M = 2.18), academic behavior (M = 2.04), and online behavior (M = 2.12). However, moderate positive effects were noted in areas such as maintaining communication with friends and family and using social media to support learning. Emotional well-being was significantly influenced by the average daily time spent on social media. In terms of self-esteem, findings showed that students demonstrate positive levels of performance self-esteem (M = 2.87), social self-esteem (M = 2.71), and appearance self-esteem (M = 2.56), indicating generally healthy self-perceptions across domains. Correlation analysis revealed that emotional well-being was significantly related to social and appearance self-esteem but not to performance self-esteem. Social interaction showed significant positive relationships across all domains of self-esteem, with the strongest association observed in appearance self-esteem. Academic behavior was significantly related to social and appearance self-esteem but not to performance self-esteem. Online behavior demonstrated significant relationships with performance and social self-esteem. Further analysis showed that most demographic variables—including income, employment status, family size, and type of social media platform used—did not produce significant differences in perceived social media impact or students’ self-esteem. However, birth order significantly influenced performance self-esteem, and type of platform significantly affected social self-esteem. Additionally, average daily time spent on social media significantly affected emotional well-being. Overall, the findings suggest that while social media has a generally low perceived impact on Grade 6 pupils, certain aspects particularly social interaction and emotional experiences are significantly associated with students’ self-esteem.
Mae Bernadette C. Manangu, Ronie B. Basinang· International journal of mul...· 0 citations