Social media and identity

Short description: Impacts of social media

## Contents

* 1 Lede
* 2 Young adults
* 3 Media literacy
* 4 Self Presentation
* 5 Influences on Body Image
* 6 Platform Affordances
* 7 References

## Lede

Key shortcuts to allow easy access to social media sites.

Social media can have both positive and negative impacts on a user's identity. Psychology and Communication scholars study the relationship between social media and identity in order to understand individual behavior, psychological impact, and social patterns.[1][2][3] Communication within political or social groups online can result in practice application of those identities or adoption of them as a whole. Young people, defined as emerging adults in or entering college, especially shape their identities through social media.[1]

## Young adults

At the stage where a young adult becomes an emerging adult, individuals are especially influenced by social media.[4] Psychologists study methods of self-presentation to determine how a user's patterns and media participation affects their own identity. Young adults, through media literacies, can also find their identity as a part of a social group, such as feminists.[5] These studies are connected to building frameworks for educators on teaching media literacies.[6] Due to their fluency in media literacy, young people often contribute to these larger social identities through their networks, and unique style of communication when sharing information.[5]

Young Individuals have been found to be affected by what they take in on Social Media. Psychologists believe that at a time when young adults are coming into adolescence, they are more likely to be influenced by what they see on sites like Instagram or Twitter. More so directed towards the times of Identity Formation, as these individuals are impressionable and still creating their identity. With the advance of social media, most young adults will widely share, with varying degrees of accuracy, honesty, and openness, information that in the past would have been private or reserved for select individuals. Key questions include whether they accurately portray their identities online and whether the use of social media might impact young adults’ identity development.[7] Media Imagery, in particular, is said to be a major influence on the minds of young men and women. Studies have shown that it is even more relevant when it comes to the issue of body image.[8] Social Media, in part, has been created to host a safe haven for those who do not claim a solid identity in the material world, giving them a chance for exploration of other identities in the virtual concept. Psychologists and Scholars have noted that past identities are not easy to escaped from; the Internet is more permanent.[9]

Young children play with mobile phones and gaming devices.

Social media is an essential part of the social lives of young adults.[10] They rely on it to maintain relationships, create new relationships, and stay up to date with the world around them. Adolescents find social media to be extremely helpful when changing environments, like moving off to university for example. Social media provides students, especially first year students, the opportunity to create the identity they want the world to see. However, it has been seen that these students create online personas that may not reflect their true selves bringing up the issues of impression management. Social media provides young adults with the opportunity to present themselves as something other than their authentic self.[11]

## Media literacy

The definition of media literacy has evolved over time to encompass a range of experiences that can occur in social media or other digital spaces. The definition of media literacy is also broad and wide ranging in its context.

Currently, media literacy includes being able to understand, apply, and share digital images and messages.[12] Educators teach media literacy skills because of the vulnerable relationship that young adults can have with social media.[13] Some examples of media literacy practices, particularly on Twitter, include using hashtags, live tweeting, and sharing information.[14] Overall, the goal of media literacy within social media is to keep young adults aware of potentially violent, graphic, or dangerous content that they may come across on the internet, and how to handle it with responsibility and safety in mind.

In order to be considered media-literate, a person must be able to take in media from online and social platforms and have the correct competencies and context to be able to organize the information.[15] In order to be considered media-literate, the digital information must be given to the user in a way that it can be put into the correct perspective and analyzed, deducted and synthesized. [15]

Browsing Instagram

Teenagers and young adults can be vulnerable to specific content online outside of their age-range. Media literacy campaigns and education research shows that targeting those who fall into this age category would be the best way to understand and target their needs as young online users.[16]

There are multiple individual studies investigating social media identity relating to media literacy online, however there is a need for much more conclusive information that analyzes multiple studies at a time. Social media literacy is still considered an under-researched topic. [17] Many scholars in media literacy research emphasize the impact of training young adults to consume media in a safe way is the major solution for furthering internet education in children and young adults.[18] The more information the young adults are given on media literacy, the better prepared they are to enter the digital world confidently.

One scientific model that has been proposed, known as The Social Media Literacy (SMILE) model. This framework hypothesizes that at the core of this model is helping young adults truly know the meaning and display the actions of media literacy online. SMILE is also meant to inspire more research on the subject of media literacy as it relates to social media effects and young adult leaning abilities.[19] The model was applied through the lens of a social media positivity bias among adolescents and puts forth five different assumptions about social media and media literacy;[19]

1. Social media literacy as a moderator (what is seen on social media)
2. Social media literacy as a predictor (what is seen for specific individuals on social media)
3. Media literacy within social media is a reciprocal process
4. The development of social media literacy depends on a conditional process of variables affecting other variables
5. Media literacy within social media is a differential learning process, and who teaches it is highly affective of the outcome

This model also stresses that human beings learn media literacy (and social media literacy) naturally as they go through life.[19] Research suggests that having young adults taught media literacy from an educator may make them less interested (and therefore less careful) of threats on social media.[19]

## Self Presentation

People create images of themselves to present to the public, a process called self presentation. Depending on the demographic, presenting oneself as authentic can result in identity clarity.[20] Methods of self presentation can also be influenced by geography. The framework for this relationship between a user's location and their social media presentation is called the spatial self.[21] Users depict their spatial self in order to include their physical space as a part of their self presentation to an audience.[21]

Woman examining her own reflection in a mirror.

In a 2018 research paper, it shares that patients of plastic surgeons have gone in and asked for specific snapchat "filter" features. This led to a theory of Snapchat Dysmorphia. Since the introduction to snapchat in 2011, more and more people each year are going into doctor offices and asking for smoother skin, bigger eyes, and fuller lips. It is creating a disconnect from who they are and who they want to be.

Social comparison theory is the idea that people are likely to compare themselves to people who are similar to them. Influencers have impacted this idea, we often watch people on the internet that we feel we can relate too. Within this theory there is 2 subcategories; Upward and downward comparison. Upward comparison is the idea that someone compares themselves to someone they feel is better than they are. Downward is the opposite, they compare themselves to someone they feel is worse off.

Cultivation theory is the more often people are going to be exposed to images of society's ideal body, the less they are going to realize the images are unrealistic

Self Schema Theory is the idea women use three points to determine how they view themself

1. Socially ideal: ideal ways women are represented in media
2. Objective body: how we view our own self
3. Internalized ideal body: Internalizing media and how much they want to achieve it

Pescott (2020) study found that the use of Snapchat filters in preteens has a great impact on how they present themselves online.[22] Boys found filters to be more fun and used for entertainment, whereas girls used filters more as a beauty enhancer. This becomes dangerous for preteens who are not aware of when a filter is being used when consuming content from friends, influencers, or celebrities. The same study found that the use of filters can have a large impact on preteens’ identity formation as they begin to compare themselves with others.[23]

## Influences on Body Image

In comparison to traditional forms of media, where individuals could only act as consumers of media, social media networking sites provide a more engaging opportunity where users can produce their own content, as well as interact with other users and content creators. As these sites have become increasingly popular, researchers have turned their focus to the discussion of the various impacts social media has on users. One of the main focuses researchers have studied is the effects on body image. This is especially seen in adolescents and young adults who engage in social media.

It has been suggested that in the early adolescent years, when perceptions about self and identity are being formed, individuals may be influenced by the media to feel certain ways about their bodies based on the ideal body types expressed and perpetuated in the media, which may increase body surveillance behaviors and, consequently, experiencing feelings of body shame. Salomon & Brown (2019), measured self-objectification behaviors on social media, body surveillance behaviors, feelings of body shame, and levels of self-monitoring to examine whether or not young adolescents engaging in higher amounts of self-objectification behaviors on social media also experienced higher levels of body shame.

Self-objectification behaviors result from internalizing objectification from others, and may, for example, take the form of taking frequent photos of oneself and valuing how others view their appearance. Body surveillance behaviors indicate a preoccupation with how the appearance of one’s body will be perceived by others and can be measured by behaviors such as constant evaluation and monitoring of one’s body. Body shame refers to a negative emotional experience resulting from feeling as if one failed to meet society’s body ideals. Self-monitoring refers to how much individuals do or do not change their behavior in response to feedback and cues received from peers. In the study, it was found that individuals who reported engaging in self-objectified social media use exhibited more body surveillance behaviors, which led to increased experience in feelings of body shame.[24]

Some studies have demonstrated that body image is not influenced by how much time is spent on social media, but is influenced by the way an individual engages with the site.[25] For instance, Meier and Gray (2014), measured Facebook usage among young women and found that those who more frequently viewed posts of images and videos were more likely to experience negative thoughts about their own body image and internalize the thin ideal. However, it is seen that Facebook did not influence body image itself.[25] More interacting on Facebook, in regards to posting, commenting and viewing, causes women, specifically high school females to have greater weight dissatisfaction, drive for thinness, thin-ideal internalization and self objectification.[26] Having more of an opportunity to compare yourself to other people on social media can cause people to feel like they should look that way. Facebook posts more than 10 million photos an hour, so having many examples of an idealistic body-type tempts viewers to compare their bodies to their own.

In response to self-portraits on social media, friends and followers can indicate affirmation and acceptance, and creators can receive validation, through feedback such as likes and comments. According to the findings of Bukowski, Dixon, and Weeks (2019), the more value that an individual placed on the feedback received on a self-portrait that they’ve shared, the more they experience body dissatisfaction and a desire to become thinner, but only if they also engage in body-surveillance.[27][28]

Studies have shown that users can also experience feelings of body dissatisfaction when consuming rather than creating content. In a study conducted by Fardouly, et al. (2015), the implications of Facebook usage on young women’s mood, level of body dissatisfaction, and desires to change aspects of their body or facial features were examined. The results of the study indicated that in addition to Facebook usage being associated with a more negative mood, it was associated with an increasing desire to change facial related features in women who were more likely to make comparisons between elements of their and others appearance.

## Platform Affordances

The different platform affordances of social media sites can both enable and constrain the options users have for presenting themselves. Initially coined by Gibson (1966), Affordances, broadly, can be defined as “describing what material artifacts such as media technologies allow people to do”.[29] This can therefore be applied to how users of social media construct identity, through the ways in which social media sites provide users with opportunities for self-presentation.

For example, Instagram requires users to create a profile when they register an account. In this, they require a username, profile photo, biography and more recently, the option to present the users chosen pronoun. However, none of these identifiable aspects need to be factual, and unlike Facebook, which requires users to register with their legal name, Instagram users can use pseudonyms or made-up usernames and profile pictures. This gives them the ability to construct whichever identity they choose to present.

## References

1. ↑ 1.0 1.1 Yang, Chia-chen; Holden, Sean M.; Carter, Mollie D. K. (2017-09-01). "Emerging adults' social media self-presentation and identity development at college transition: Mindfulness as a moderator" (in en). Journal of Applied Developmental Psychology 52: 212–221. doi:10.1016/j.appdev.2017.08.006. ISSN 0193-3973. http://www.sciencedirect.com/science/article/pii/S019339731730045X.
2. ↑ Newman, Melissa J. (2015-12-01). "Image and identity: Media literacy for young adult Instagram users" (in en). Visual Inquiry 4 (3): 221–227. doi:10.1386/vi.4.3.221_1. http://openurl.ingenta.com/content/xref?genre=article&issn=2045-5879&volume=4&issue=3&spage=221.
3. ↑ Gleason, Benjamin (November 2018). "Adolescents Becoming Feminist on Twitter: New Literacies Practices, Commitments, and Identity Work" (in en). Journal of Adolescent & Adult Literacy 62 (3): 281–289. doi:10.1002/jaal.889. http://doi.wiley.com/10.1002/jaal.889.
4. ↑ Thomas, Lisa; Briggs, Pam; Hart, Andrew; Kerrigan, Finola (2017-11-01). "Understanding social media and identity work in young people transitioning to university". Computers in Human Behavior 76: 541–553. doi:10.1016/j.chb.2017.08.021. ISSN 0747-5632.
5. ↑ 5.0 5.1 Gleason, Benjamin (November 2018). "Adolescents Becoming Feminist on Twitter: New Literacies Practices, Commitments, and Identity Work" (in en). Journal of Adolescent & Adult Literacy 62 (3): 281–289. doi:10.1002/jaal.889. http://doi.wiley.com/10.1002/jaal.889.
6. ↑ Yang, Chia-chen; Holden, Sean M.; Carter, Mollie D. K. (2017-09-01). "Emerging adults' social media self-presentation and identity development at college transition: Mindfulness as a moderator" (in en). Journal of Applied Developmental Psychology 52: 212–221. doi:10.1016/j.appdev.2017.08.006. ISSN 0193-3973. http://www.sciencedirect.com/science/article/pii/S019339731730045X.
7. ↑ Shapiro, Lauren A. Spies; Margolin, Gayla (March 2014). "Growing Up Wired: Social Networking Sites and Adolescent Psychosocial Development". Clinical Child and Family Psychology Review 17 (1): 1–18. doi:10.1007/s10567-013-0135-1. ISSN 1096-4037. PMID 23645343.
8. ↑ "How the Internet Effects Personal Identity | Applied Social Psychology (ASP)". https://sites.psu.edu/aspsy/2018/03/16/how-the-internet-effects-personal-identity/.
9. ↑ "How Social Media Shapes Our Identity" (in en-US). The New Yorker. 2019-08-08. https://www.newyorker.com/books/under-review/how-social-media-shapes-our-identity. Retrieved 2021-09-28.
10. ↑ Thomas, Lisa; Briggs, Pam; Hart, Andrew; Kerrigan, Finola (2017-11-01). "Understanding social media and identity work in young people transitioning to university". Computers in Human Behavior 76: 541–553. doi:10.1016/j.chb.2017.08.021. ISSN 0747-5632.
11. ↑ Thomas, Lisa; Briggs, Pam; Hart, Andrew; Kerrigan, Finola (2017-11-01). "Understanding social media and identity work in young people transitioning to university". Computers in Human Behavior 76: 541–553. doi:10.1016/j.chb.2017.08.021. ISSN 0747-5632.
12. ↑ Davies, Randall S. (2011-08-11). "Understanding Technology Literacy: A Framework for Evaluating Educational Technology Integration". TechTrends 55 (5): 45–52. doi:10.1007/s11528-011-0527-3. ISSN 8756-3894. http://dx.doi.org/10.1007/s11528-011-0527-3.
13. ↑ Newman, Melissa J. (2015-12-01). "Image and identity: Media literacy for young adult Instagram users" (in en). Visual Inquiry 4 (3): 221–227. doi:10.1386/vi.4.3.221_1. http://openurl.ingenta.com/content/xref?genre=article&issn=2045-5879&volume=4&issue=3&spage=221.
14. ↑ Gleason, Benjamin (November 2018). "Adolescents Becoming Feminist on Twitter: New Literacies Practices, Commitments, and Identity Work" (in en). Journal of Adolescent & Adult Literacy 62 (3): 281–289. doi:10.1002/jaal.889. http://doi.wiley.com/10.1002/jaal.889.
15. ↑ 15.0 15.1 Cho, Hyunyi; Cannon, Julie; Lopez, Rachel; Li, Wenbo (2022-01-16). "Social media literacy: A conceptual framework" (in en). New Media & Society: 146144482110685. doi:10.1177/14614448211068530. ISSN 1461-4448.
16. ↑ De Leyn, Tom; Waeterloos, Cato; De Wolf, Ralf; Vanhaelewyn, Bart; Ponnet, Koen; De Marez, Lieven (2022-04-03). "Teenagers' reflections on media literacy initiatives at school and everyday media literacy discourses" (in en). Journal of Children and Media 16 (2): 221–239. doi:10.1080/17482798.2021.1952463. ISSN 1748-2798. https://www.tandfonline.com/doi/full/10.1080/17482798.2021.1952463.
17. ↑ Manca, Stefania; Bocconi, Stefania; Gleason, Benjamin (2021-01-01). ""Think globally, act locally": A glocal approach to the development of social media literacy". Computers & Education 160: 104025. doi:10.1016/j.compedu.2020.104025. ISSN 0360-1315. https://www.sciencedirect.com/science/article/pii/S0360131520302232.
18. ↑ Geraee, Narjes; Kaveh, Mohammad Hossein; Shojaeizadeh, Davod; Tabatabaee, Hamid Reza (January 2015). "Impact of media literacy education on knowledge and behavioral intention of adolescents in dealing with media messages according to Stages of Change" (in en). Journal of Advances in Medical Education & Professionalism 3 (1): 9–14. PMID 25587549.
19. ↑ 19.0 19.1 19.2 19.3 Schreurs, Lara; Vandenbosch, Laura (2021-07-03). "Introducing the Social Media Literacy (SMILE) model with the case of the positivity bias on social media" (in en). Journal of Children and Media 15 (3): 320–337. doi:10.1080/17482798.2020.1809481. ISSN 1748-2798. https://www.tandfonline.com/doi/full/10.1080/17482798.2020.1809481.
20. ↑ Yang, Chia-chen; Holden, Sean M.; Carter, Mollie D. K. (2017-09-01). "Emerging adults' social media self-presentation and identity development at college transition: Mindfulness as a moderator" (in en). Journal of Applied Developmental Psychology 52: 212–221. doi:10.1016/j.appdev.2017.08.006. ISSN 0193-3973. http://www.sciencedirect.com/science/article/pii/S019339731730045X.
21. ↑ 21.0 21.1 Schwartz, Raz; Halegoua, Germaine R. (2014-04-09). "The spatial self: Location-based identity performance on social media" (in en). New Media & Society 17 (10): 1643–1660. doi:10.1177/1461444814531364. https://journals.sagepub.com/doi/10.1177/1461444814531364.
22. ↑ Pescott, C. K. (2020). “I Wish I was Wearing a Filter Right Now”: An Exploration of Identity Formation and Subjectivity of 10- and 11-Year Olds’ Social Media Use. Social Media + Society, 6(4). https://doi.org/10.1177/2056305120965155
23. ↑ Pescott, C. K. (2020). “I Wish I was Wearing a Filter Right Now”: An Exploration of Identity Formation and Subjectivity of 10- and 11-Year Olds’ Social Media Use. Social Media + Society, 6(4). https://doi.org/10.1177/2056305120965155
24. ↑ Salomon, Ilyssa; Brown, Christia Spears (2019-04-01). "The Selfie Generation: Examining the Relationship Between Social Media Use and Early Adolescent Body Image" (in en). The Journal of Early Adolescence 39 (4): 539–560. doi:10.1177/0272431618770809. ISSN 0272-4316. https://doi.org/10.1177/0272431618770809.
25. ↑ 25.0 25.1 Meier, Evelyn P.; Gray, James (2014-04-01). "Facebook Photo Activity Associated with Body Image Disturbance in Adolescent Girls". Cyberpsychology, Behavior, and Social Networking 17 (4): 199–206. doi:10.1089/cyber.2013.0305. ISSN 2152-2715. PMID 24237288. https://www.liebertpub.com/doi/10.1089/cyber.2013.0305.
26. ↑ Fardouly, Jasmine; Vartanian, Lenny R. (2016-06-01). "Social Media and Body Image Concerns: Current Research and Future Directions". Current Opinion in Psychology. Social media and applications to health behavior 9: 1–5. doi:10.1016/j.copsyc.2015.09.005. ISSN 2352-250X. https://www.sciencedirect.com/science/article/pii/S2352250X15002249.
27. ↑ Butkowski, Chelsea P.; Dixon, Travis L.; Weeks, Kristopher (2019-09-01). "Body Surveillance on Instagram: Examining the Role of Selfie Feedback Investment in Young Adult Women's Body Image Concerns" (in en). Sex Roles 81 (5): 385–397. doi:10.1007/s11199-018-0993-6. ISSN 1573-2762. https://doi.org/10.1007/s11199-018-0993-6.
28. ↑ Fardouly, Jasmine; Diedrichs, Phillippa C.; Vartanian, Lenny R.; Halliwell, Emma (2015-03-01). "Social comparisons on social media: The impact of Facebook on young women's body image concerns and mood" (in en). Body Image 13: 38–45. doi:10.1016/j.bodyim.2014.12.002. ISSN 1740-1445. PMID 25615425. https://www.sciencedirect.com/science/article/pii/S174014451400148X.
29. ↑ Bucher, Taina; Helmond, Anne (2017). "The Affordances of Social Media Platforms". The SAGE Handbook of Social Media.

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