Abstract
BackgroundConnectedness to family and peers is a key determinant of adolescent mental health. Existing research examining associations between social media use and social connectedness has been largely quantitative and has focused primarily on loneliness, or on specific aspects of peer relationships. In this qualitative study we use the displacement hypothesis and the stimulation hypothesis as competing theoretical lenses through which we examine the complex relationship between social media use and feelings of connectedness to family and peers.MethodsIn-depth paired and individual interviews were conducted with twenty-four 13–14-year-olds in two inner-city English secondary schools. Interviews were transcribed verbatim, coded and thematically analysed.ResultsAnalysis identified four themes: (i) ‘Displacement of face-to-face socialising’ (ii) ‘Social obligations’ (iii) ‘(Mis)Trust’ and (iv) ‘Personal and group identity’. Results indicated stronger support for the stimulation hypothesis than the displacement hypothesis. We found evidence of a complex set of reciprocal and circular relationships between social media use and connectedness consistent with a ‘rich-get-richer’ and a ‘poor-get-poorer’ effect for family and peer connectedness – and a ‘poor-get-richer’ effect in peer connectedness for those who find face-to-face interactions difficult.ConclusionOur findings suggest that parents should take a measured approach to social media use, providing clear guidance, promoting trust and responsible time management, and acknowledging the role of social media in making connections. Understanding and sharing in online experiences is likely to promote social connectedness. Supporting young people to negotiate breathing space in online interactions and prioritising trust over availability in peer relationships may optimise the role of social media in promoting peer connectedness.
Highlights
Social connectedness is defined as feelings of belonging and closeness to others, as well as satisfaction with relationships and perceived support and opportunities for self-disclosure of personal information
Social media use (SMU) is thought to have both positive and negative influences on the lives of young people, for whom it has become an integral part of daily life [5]
Four themes were identified through analysis of the qualitative interview data with regard to SMU and social connectedness
Summary
Social connectedness is defined as feelings of belonging and closeness to others, as well as satisfaction with relationships and perceived support and opportunities for self-disclosure of personal information It comprises different domains (peer, school, family and community/ neighbourhood) and is a key social determinant of adolescent mental health and well-being [1,2,3]. Concerns have been raised by parents about screentime interfering with other activities that may be beneficial to connectedness [10], such as schoolwork, extra-curricular activities and engaging with others faceto-face Through these competing processes of stimulation and displacement, SMU may simultaneously enhance and undermine social connectedness in adolescence [9]. In this qualitative study we use the displacement hypothesis and the stimulation hypothesis as competing theoretical lenses through which we examine the complex relationship between social media use and feelings of connectedness to family and peers
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