Social Media and Self-Concept Among Postsecondary Students: A Scoping Review
Bibliographic record
Abstract
The vast majority of college-aged students use social networking sites (SNS) to foster connectedness and enable networking. In addition, SNS allow individuals to control their online self-presentation. This may lead to incongruence between students' actual selves and their curated online selves, thereby damaging one's self-perception by increasing social comparison orientation. The goal of this article was to investigate the relationship between SNS use and self-concept that has not yet been explored in depth among the postsecondary population. Utilizing Arksey and O'Malley's methodological framework, a scoping review of the published literature was conducted. A total of 41 articles were included in the review. Three overarching themes were extracted from the findings. The first theme found that consistent exposure to the thin ideal and fitspiration posts across various SNS were linked to increased body dissatisfaction. The second theme found that engaging in online academic or ability-based comparisons resulted in a worsened mental state among postsecondary students. The third theme found that one's SNS followers or the number of "likes" received have mixed effects on student self-concept. Through gaining an improved understanding of the SNS stressors that contribute to students' mental health from this review, postsecondary institutions can implement more targeted interventions to bolster student wellbeing.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.003 | 0.001 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".