Lady Irwin college

Department of education
Research

Title: Study on effect of social media on self esteem of higher education

students (Young Adults)

INTRODUCTION

In today’s digital age, social media has become an integral part of daily life, especially
for college students between the ages of 18 and 25. With easy access to smartphones
and the internet, platforms such as Instagram, Facebook, Snapchat, and YouTube are
widely used for communication, entertainment, self-expression, and social interaction.
However, their growing influence on the personal and psychological development of
young adults has become a subject of increasing concern and interest.

This age group is particularly vulnerable to the effects of social comparison, peer
validation, and online feedback. As students spend more time engaging with content
online, they may begin to evaluate their self-worth based on likes, comments, and the
visibility of their posts. This can lead to heightened self-awareness, pressure to present
an idealized image, and, in many cases, negative self-perception. While social media
offers platforms for creativity and connection, it can also contribute to reduced
self-esteem, emotional stress, and distorted self-image when used excessively or
uncritically.

This study investigates the effect of social media usage on the self-esteem of college
students. By analyzing both quantitative and qualitative data collected through
questionnaires and interviews, the research aims to understand how online experiences
shape students’ self-concept, confidence, and emotional well-being. The study also
seeks to identify the patterns, motivations, and psychological responses linked to
students’ digital engagement.

The findings are expected to offer valuable insights into the role social media plays in
shaping self-esteem and identity among young adults, and may help guide educators,
counselors, and families in supporting healthy and balanced social media practices
 REVIEW ANALYSIS
Bibliometric Analysis:

To establish the relevance and academic significance of the present study on the
impact of social media on the self-esteem of early adults, a bibliometric analysis was
undertaken. This method provides a quantitative overview of existing literature,
helping to assess the research volume, key contributors, and emerging themes
within a specific domain.

For data collection, the Dimensions AI database was selected due to its wide coverage
and multidisciplinary scope. The extracted data were then analyzed using Biblioshiny,
the graphical web interface of the Bibliometrix R-package, which offers a
comprehensive suite of tools for bibliographic exploration.

The primary aim of this analysis was to:

●​ Examine the growth trends in relevant publications,​

●​ Identify influential journals, authors, and countries contributing to the field,​

●​ Map the conceptual and thematic structure of existing studies.​

By visualizing and interpreting these patterns, the bibliometric analysis provided

valuable insights that justify the research gap and support the need for the current
investigation. It thus served as a foundational step in reinforcing the theoretical and
practical relevance of our study.

1. Main Information

●​ Time span: 2016–2025​

●​ Total Documents: 144​

●​ Sources (Journals/Books): 92​

●​ Annual Growth Rate: 15.53%​

This indicates a steadily increasing academic interest in the topic over recent
years.
​
The above figure, generated using VOSviewer, illustrates the author collaboration
network within the research domain of social media and self-esteem in early adulthood.
This network visualization represents:

100 researchers, 31 citation links, and 83 clusters based on shared authorship and
citation relationships.​
Each node in the graph represents an author, and the links between them indicate
co-authorship or citation ties.

2. Annual Scientific Production

A growing number of articles have been published since 2016, with significant increases
post-2020, highlighting a surge in research possibly influenced by the increased digital
interaction during the COVID-19 pandemic.
3. Citation Analysis

●​ Mean Total Citations per Article peaked in 2017 (36.25), showing that
foundational research during that period continues to be impactful.
●​ Citation activity remained consistent, indicating sustained scholarly engagement
with the topic.​

4. Most Cited Countries

●​ Top countries: United Kingdom (TC=117), USA (TC=111), China (TC=109).

These countries are leading the global academic contribution on this subject.​

5. Most Relevant Sources

Key publication platforms include:

 ●​ The Bloomsbury Handbook of Culture and Identity (29 articles),​

●​ E-Bangi Journal of Social Science and Humanities (6 articles),​

●​ International Journal of Environmental Research and Public Health (5 articles).​

6. Co-Word Network (Keyword Analysis)

The co-word network analysis revealed central themes such as:

●​ humans, young adult, adult, female, adolescent​

These keywords reflect the focus on demographic and psychological dimensions
within the literature.​

Conclusively the bibliometric findings justify the relevance of the current study by
identifying both a growing body of literature and thematic gaps. The consistent
citation patterns, active countries, and emerging themes suggest a strong academic
foundation, while also leaving room for further empirical exploration, especially in
underrepresented contexts or populations
 HYPOTHESIS
There is a significant negative relationship between the duration and nature of social media
usage and the self-esteem of youth and adolescents. Increased exposure to social networking
platforms—particularly involving upward social comparisons, validation-seeking behavior, and
curated content—leads to a measurable decline in self-esteem levels. This relationship is
mediated by factors such as body image concerns, fear of missing out (FOMO), and
cyberbullying, and moderated by variables like age, gender, and baseline self-esteem. While
social media can occasionally offer platforms for support and self-expression, its excessive or
unregulated use is predominantly associated with reduced self-worth and increased
psychological distress among young users.

LITERATURE REVIEW
Social media’s pervasive role in adolescent life has sparked significant academic interest,
particularly regarding its impact on self-esteem. Across various studies, a common theme
emerges: social media usage often leads to self-comparisons that can negatively affect
adolescents’ self-perception and psychological well-being.

Farooq et al. (2023) conducted a quantitative study involving 500 adolescents aged 13–17 to
explore the association between social media use and self-esteem. Their findings indicated a
negative correlation: increased hours on social media were significantly linked to lower
self-esteem scores. Particularly, adolescents who consumed image-based content were more
vulnerable to self-esteem decline compared to those who engaged with textual content. The
study integrated Social Comparison Theory and Self-Presentation Theory, suggesting that
adolescents often evaluate themselves against idealized portrayals of peers, leading to feelings
of inadequacy and diminished self-worth.
Moningka and Permatasari (2020) further supported this view by examining how
self-comparison on social media influences self-esteem among Indonesian adolescents. Using
the Iowa-Netherlands Comparison Orientation Measure (INCOM) and the State Self-Esteem
Scale (SSES), their research demonstrated a significant negative correlation (r = -0.544)
between self-comparison and self-esteem. Adolescents with high levels of social comparison
tendencies reported substantially lower self-esteem. Their findings emphasize that constant
exposure to curated online personas can trigger jealousy and dissatisfaction, diminishing users’
self-evaluations.

Jan et al. (2017) focused specifically on Facebook usage among university students in Pakistan.
Their results revealed that 88% of participants engaged in upward social comparisons, with
these comparisons having a statistically significant negative effect on self-esteem (r = -0.933).
Regression analysis confirmed that each hour spent on Facebook could decrease self-esteem
by 5.574 points. This suggests a strong, predictive link between social media use and declining
self-regard, primarily due to constant comparisons and validation-seeking behaviors.

Collectively, these studies offer converging evidence that social media—though beneficial for
expression and connectivity—poses psychological risks when it promotes comparison,
idealization, and feedback dependence. They highlight the necessity for interventions promoting
digital literacy, self-acceptance, and critical engagement with social media content to mitigate
adverse effects on adolescent self-esteem.
 RESEARCH METHODOLOGY
1. Research Design
The present study employs a mixed-methods research design that integrates both
quantitative and qualitative approaches. It combines descriptive and exploratory
research designs to gain both surface-level trends and in-depth insights:- Descriptive
Research Design: Used to systematically describe the general patterns of social media
usage among college students aged 18–25. It helps in presenting a statistical profile of
screen time, frequency of platform usage, and content engagement.- Exploratory
Research Design: Applied to investigate deeper relationships between social media
habits and students’ self-esteem. It provides interpretative insights into emotional,
social, and psychological impacts of online interaction.

2. Area of Study
The study was conducted in urban regions, focusing on higher education institutions
across a range of academic disciplines. Participants were drawn from colleges and
professional institutes offering courses such as B.A., B.Ed., B.Com., B.Tech., and CA,
which represent a diverse student population exposed to both academic and social use
of digital technologies.

3. Universe of the Study

The universe of the study includes all college-going students aged 18 to 25 years who
have actively used social media (such as Instagram, Facebook, Snapchat, or YouTube)
for at least one year. These users form the potential population affected by digital media
influences.

4. Sampling Technique
A two-stage sampling method was employed:-

Stage 1: Convenience Sampling was used initially to gather accessible and willing
participants for the broader quantitative survey.

Stage 2: Stratified Random Sampling ensured representation based on gender and

academic background. From the larger pool of 145 students, a balanced subsample of
30 students (15 males and 15 females) was selected for deeper analysis. This ensured
diversity and control over key demographic variables.

5. Sample Size and Distribution

The total sample for the initial questionnaire comprised 145 students, covering multiple
courses and genders. From this, a subsample of 30 participants (50% male, 50%
female) was drawn for further detailed questionnaires and one-on-one interviews. This
division enabled both breadth and depth in data collection.

6. Sources of Data
-Primary Data: Collected directly from participants using online questionnaires (Google
Forms, WhatsApp) and personal interviews.

Secondary Data: Gathered from books, peer-reviewed journals, newspaper articles, and
authenticated websites to contextualize and validate primary data.

7. Tools of Data Collection

1. Screen Time Questionnaire: A structured survey collecting data on average daily
usage, platform preferences, and purposes of screen engagement.
2. Self-Concept and Social Media Questionnaire: A focused tool evaluating the
participants’ emotional responses, identity expression, and perceived social
comparison.
3. Semi-Structured Interviews: Conducted to explore personal experiences, digital
identities, and emotional consequences of social media use.

8. Ethical Considerations
Informed consent was obtained from all participants. Anonymity and confidentiality were
strictly maintained. Participation was voluntary, and students were informed of their right
to withdraw at any point. Sensitive topics were addressed respectfully.

9. Data Analysis Techniques

- Quantitative data was analyzed using tabular representation, percentages, and graphs
to show distribution trends.- Qualitative data from interviews was subjected to thematic
analysis to identify recurring psychological and emotional themes linked to social media
usage.
10. Operational Definitions
Social Media: Digital platforms used for interaction and content sharing (e.g., Facebook,
Instagram).

Self-Esteem: The subjective perception a student holds about their worth and abilities.

College Student: Individuals aged 18 to 25 enrolled in academic or professional

courses.

Digital Identity: The image or persona constructed by users through their social media
profiles and content.

11. Timeframe of Data Collection

Data was collected over a six-week period. The schedule was designed to capture
social media behavior during both academic workloads and leisure periods. This
ensured diverse responses reflecting real-life fluctuations in digital engagement.
.
DATA COLLECTION
The present study adopted a mixed-methods approach, combining both quantitative and
qualitative techniques to explore screen time patterns and the influence of social media
on the self-concept of students in higher education. The target population included
individuals aged 18 to 25 years, encompassing both male and female students from
varied academic backgrounds such as B.Ed., B.Tech., B.Com., CA, and other
undergraduate and professional streams.

Sampling Technique
The study employed a blend of convenience sampling and stratified random sampling.
Participants were selected based on accessibility and willingness to participate
(convenience sampling), while ensuring stratification by gender and academic discipline
to allow for a balanced and representative sample. This approach was particularly
suitable given the diversity of the student population and the need to capture a wide
range of perspectives.

Quantitative Data Collection

The quantitative component of the study involved two structured online questionnaires:
1.​ Screen Time Questionnaire
This initial questionnaire was administered to a broader sample of 150
participants, including both male and female students from various courses. It
aimed to collect descriptive data on daily screen usage, types of devices used,
time spent on academic vs. non-academic activities, and perceptions regarding
screen time. The responses were used to establish a general pattern of digital
consumption among young adults in higher education.
2.​ Social Media and Self-Concept Questionnaire
A more focused questionnaire was distributed to a subsample of 30 participants
(15 males and 15 females) selected through stratified random sampling from the
original pool. This tool assessed how social media engagement impacts
students’ self-concept, identity perception, and emotional well-being. Responses
were collected using online platforms such as Google Forms and WhatsApp,
allowing for flexibility and timely data submission during both academic and
non-academic cycles.

Qualitative Data Collection

To complement and deepen the quantitative findings, semi-structured interviews were
conducted with the same 30 participants who responded to the second questionnaire.
These interviews allowed for open-ended, reflective responses that provided richer
insight into the personal experiences and social realities of the students.

Mode of Interview
Interviews were conducted either face-to-face or via phone calls, depending on the
convenience of the participants. This hybrid mode ensured both comfort and
reachability.
Focus Areas
The interviews explored themes such as digital identity, peer comparison on social
media, emotional responses to online interactions, and the perceived influence of social
platforms on academic motivation and self-worth.

Overview of Tools and Process

Data Collection Instruments
Google Forms (questionnaires), WhatsApp/email (distribution), and interview guides
(semi-structured format).
Timeframe
Data was collected over a span of several weeks, ensuring coverage across both
routine and vacation periods to account for variability in screen usage patterns.
 RESULT AND ANALYSIS
Analysis of Social Media Usage Based on Collected Data
We collected responses from 145 participants using a structured questionnaire and
screen time screenshots to understand social media usage patterns. The data
consists of demographic details, usage frequency, purpose, and app-specific usage
insights. The purpose was to investigate the patterns of
social media usage among early adults and how it may relate to self-esteem.

Key Findings from Data Analysis

1. Participant Demographics:

●​ Total Respondents: 145​

●​ Male Participants: 74​

●​ Female Participants: 71

Age Group Distribution:

●​ Most participants were from the early adulthood age group, specifically ranging
between 18 to 25 years.​

●​ This is a crucial developmental phase, where identity formation, social

comparisons, and self-perception are significantly influenced by external
social factors—especially social media.​
 ●​ The choice of this age range aligns with our research objective, as self-esteem
during this period is often sensitive to online validation, peer feedback, and digital
interaction trends.

2. Most Frequently Used Social Media Platforms:

Based on both self-reported data and screen time screenshots, the top platforms
used by both genders were:

●​ YouTube​

●​ Instagram​

●​ WhatsApp
●​ These were widely used across both genders, with some gender-based
differences in usage patterns and preferences.

3. Average Daily Usage Time:

●​ On the basis of responses most participants spend about 3-4 hr. daily on social
media.
●​ But according to screenshots of screen time most participants spend 4 to 6
hours daily on mobile phones and specifically on social media.
●​ Females tend to show slightly higher average screen time, especially in the
5–6 hour range.​

●​ Males had a wider range, including both under 4 hours and some reporting
above 6 hours per day.

4. . Purpose of Social Media Use:

 ●​ Females primarily use social media for social interaction, entertainment, and
maintaining relationships.​

●​ Males often use it for consuming content such as videos on YouTube, gaming,
and news updates.​

●​ This indicates a difference in engagement style:​

○​ Females → More interactive and socially oriented use​

○​ Males → More passive and content-driven consumption

5. Interaction Levels:

●​ Female respondents reported higher frequency of interactions such as liking,

commenting, sharing, and posting.​

●​ Male respondents displayed more passive behavior, often scrolling or

watching content without engaging.

The data collected from 145 early adults provided valuable insights into their social
media usage patterns, with a particular focus on platforms like YouTube, Instagram,
and WhatsApp. A gender-based comparison revealed subtle but meaningful
differences—females exhibited higher interaction levels and preference for
visual-social platforms, while males leaned more towards content consumption and
passive engagement. The screen time analysis further supported these behavioral
patterns, showing that a significant portion of respondents spent 4–6 hours daily on
social media. These findings highlight the pervasiveness of social media in the daily
lives of early adults and set the foundation for deeper investigation into how such
usage may influence self-esteem, identity development, and emotional well-being
during this sensitive developmental stage. Overall, the analysis justifies the
relevance and timeliness of the current research and points toward the need for more
nuanced, gender- and platform-specific studies in the field of digital psychology.
 Quantitative Analysis of Questionnaire Data
This section presents a comparative analysis based on questionnaire responses
received from male and female higher education students. The structured questionnaire
comprised scale items assessing social media’s impact on aspects of self-concept and
self-esteem, such as social comparison, self-image, emotional response, and identity
management.

1. Demographic Overview

Among the valid responses analyzed, both male and female students were nearly
equally represented. All participants confirmed having personal access to social media,
indicating a universal base for analysis. Both private and public social media accounts
were reported, with no major gender disparity in account type.

2. Gender-Based Comparative Analysis

A. Confidence in Expressing Opinions on Social Media

On a scale of 1–5, most male students rated themselves slightly higher in confidence
compared to females. Male participants frequently selected scores of 4 or 5, indicating
greater ease in voicing opinions online. Females trended more moderately, with most
scores clustering around 3. This suggests that male students might feel more
empowered or less scrutinized in digital spaces when sharing viewpoints.

B. Social Media as a Tool for Growth

When asked to rate their likelihood of recommending social media as a tool for personal
growth (scale 1–10), females showed a wider distribution. A subset of female
respondents gave high scores (8–10), reflecting optimism about the developmental
potential of social media. Males, though generally positive, leaned toward moderate
ratings (6–7), reflecting a more cautious but favorable stance.

C. Social Comparison and Self-Worth

Several items assessed the tendency to compare oneself to others online. Statements
such as:

●​ “I compare my achievements to others based on what they post online.”​

●​ “I sometimes feel not good enough when comparing myself to others online.”

Female students were more likely to select “Agree” or “Strongly Agree” than their
male counterparts. This indicates that females are more susceptible to negative social
comparison and are more affected by perceived peer success or appearance online.
Males showed a more neutral or disagreeing trend, suggesting less emotional
disturbance due to comparisons.

D. Self-Image Management and Online Persona

Both genders reported being mindful of their online image, but females were more likely
to indicate active image management strategies. For example:

●​ “I consciously manage my image on social media to fit in or stand out.”​

●​ “I feel that my real self is different from my online persona.”

These responses were notably higher among females, suggesting greater internal
conflict or intentional curation of their social presence. Males, by contrast, showed a
stronger alignment between their real and online selves, often disagreeing with such
statements.

E. Insecurity and Self-Perception

When presented with the statement:

●​ “I have felt more insecure about myself after scrolling through social media.”

female students once again scored higher on agreement, suggesting increased

emotional sensitivity and impact on self-esteem. Male students were less likely to
associate social media browsing with diminished self-worth, reflecting possible gender
differences in emotional processing of online stimuli.

F. Social Identity and Online Integration

Another statement assessed was:

●​ “My social media identity is a major part of how I see myself.”​

Here, female responses varied more, with some strongly agreeing and others
disagreeing—suggesting internal division. Male students generally disagreed or
selected neutral options, indicating less identification with digital identities.

Analysis Outcome and Result

This quantitative analysis of self-reported questionnaire data reveals clear

gender-based differences in how social media impacts self-esteem and self-concept:

●​ Females tend to experience more emotional fluctuation, comparison-based

insecurity, and self-image management behavior. Their responses reveal that
social media significantly contributes to shaping their self-worth and perceived
 identity.​

●​ Males exhibit greater confidence, less emotional investment in peer validation,

and a more stable sense of self in online contexts. Their identities appear less
intertwined with social media feedback loops.

These findings reinforce the idea that social media poses a higher risk of
self-esteem challenges among female students, especially through mechanisms of
comparison and perceived social expectations. Meanwhile, male students maintain
more psychological distance, though they too are not immune to digital influence.

Qualitative Analysis of Interview Responses

Introduction

To explore the nuanced personal experiences of students with social media, qualitative
interviews were conducted with 30 higher education students — comprising 15 males
and 15 females. These semi-structured interviews aimed to capture subjective
perceptions related to identity, confidence, self-image, and emotional well-being in
response to social media interactions.

Participant Demographics

The participants ranged in age from 18 to 25, with an equal gender split (15 males, 15
females). Students came from various academic disciplines, including B.Com, B.Tech,
B.A., B.Ed, and B.Sc programs, enrolled in both government and private institutions.
This demographic diversity provides a balanced lens into how different academic and
social environments influence social media experiences

Thematic Analysis and Gender-Based Comparison

1. Emotional Response to Lack of Engagement (Likes/Comments)

●​ Males: Most male participants expressed indifference, stating that their posts are
self-motivated. They reported minimal emotional disturbance due to a lack of
likes or comments.​

●​ Females: A few female participants admitted to feeling ignored or undervalued

when their posts did not receive engagement, indicating a slightly higher
sensitivity to online validation.
2. Reaction to “Perfect” Lives Online

●​ Males: Repeatedly acknowledged the curated nature of social media and

remained unaffected or used such posts as mild motivation.​

●​ Females: While most maintained a logical perspective, some felt discouraged or

pressured, indicating the internalization of idealized social comparisons.

3. Evolution in Social Media Expression

●​ Males: Reported becoming more confident and expressive over time.​

●​ Females: Mentioned becoming more cautious or strategic, indicating a tendency

toward self-monitoring and impression management.

4. Emotional Response to Peer Achievements

●​ Males: Often framed such moments as motivational or inconsequential.​

●​ Females: Expressed mixed feelings—genuine happiness but also self-doubt or

sadness during personal low points, suggesting greater emotional involvement.

5. Impact of Negative Comments

●​ Males: Largely unaffected by negativity online.​

●​ Females: More likely to admit emotional impact, including lowered confidence

and hurt feelings.

6. Perceptions of Academic and Personal Success Online

Both genders agreed that social media can distort perceptions of success due to
selective sharing, though females were more vocal about the stress of comparison.

7. Pressure to Maintain a Certain Image

●​ Males: Denied feeling any such pressure; used social media casually.​

●​ Females: Some admitted to managing their image actively to meet perceived

standards or to maintain a favorable impression.

8. Real-Life Experience vs. Posting Mindset

●​ Males: Generally stated that documenting events does not impact their real-life
experience.​
 ●​ Females: Describe occasional pressure to capture "perfect" moments, affecting
how they engage in the present.

9. Reaction to a One-Week Social Media Break

●​ Males: Expected little to no impact.​

●​ Females: Anticipated initial anxiety or FOMO (Fear Of Missing Out), followed by

likely improvement in well-being.

10. Social Media as a Tool for Self-Growth

Both genders recognized potential benefits, with females more frequently highlighting its
reflective and supportive communities.

11. Advice to Insecure Peers

Most students, regardless of gender, advocated for realistic self-perception and healthy
detachment from curated content.

12. Online Profile vs. Real Personality

●​ Males: Saw their profiles as accurate or casual representations.​

●​ Females: More often saw their profiles as partial or idealized versions of

themselves.

Visual Summary: Gender-Based Themes

Theme Male Perspective Female Perspective

Likes/Comments Influence Indifferent Occasionally feel ignored

Social Comparison Minimal impact Often feel discouraged

Self-Expression Evolution More confident More selective and cautious

Peer Achievement Response Motivational Mixed emotions (happy + self-doubt)

Negative Comments Emotionally resilient Impact on self-confidence

Academic/Personal Accomplishment Aware of distortion Feel stress from comparisons

Image Maintenance Casual use Intentional management

Event Participation vs. Posting Unaffected Sometimes affected by pressure to

document

One Week Social Media Break No big change expected Initial anxiety, possible long-term benefit

Self-Growth Potential Recognize potential Emphasize reflection and community

support

Profile Accuracy Authentic or casual Partial or idealized

Conclusion and Result

This interview-based analysis reveals significant gender-based differences in how
social media influences self-esteem among higher education students.

While male participants generally displayed emotional detachment from social media
validation and tended to interpret online content with critical distance, female
participants were more likely to report emotional fluctuations, negative
self-comparison, and a tendency to manage their image online. Many female students
also acknowledged feeling insecure or pressured due to idealized portrayals of peers
and societal standards reinforced on digital platforms.

Therefore, it is evident that social media has a more pronounced negative impact
on the self-esteem of female students. The data suggests that females are more
emotionally affected by factors such as likes, comments, peer comparisons, and the
need to maintain a socially acceptable online persona.

These findings underscore the importance of targeted mental health and media literacy
programs that especially support female students, equipping them to critically navigate
the psychological pressures of digital life. While males are not immune to social media’s
effects, their emotional resilience or detachment reduces the intensity of impact in
comparison to their female counterparts.
Summary of Findings
This study employed both quantitative (questionnaire) and qualitative (interview)
methods to examine the impact of social media usage on the self-esteem of male and
female students in higher education. A total of 30 students participated in the study, with
equal representation from both genders (15 males and 15 females), across various
academic disciplines and institutions.

Key Insights from the Questionnaire

The structured questionnaire assessed multiple dimensions of self-esteem and

self-concept, including emotional response, social comparison, self-image
management, confidence, and identity integration. The results revealed the following:

●​ Females scored higher on indicators related to social comparison, insecurity,

and active self-image management.​

●​ Males consistently showed greater emotional stability, less

comparison-based insecurity, and a stronger sense of alignment between their
real-life and online identities.​

●​ Females more frequently associated social media with shaping their self-worth,
while males viewed it as a tool for expression and information, with less
emotional dependence.​

Key Insights from the Interviews

The in-depth interviews provided rich qualitative data that further illuminated the
psychological effects of social media on self-esteem:

●​ Female students openly expressed emotional sensitivity to online

engagement metrics such as likes, comments, and comparisons to peers.​

●​ They also reported higher pressure to maintain a favorable image and often
experienced conflict between their real and online selves.​

●​ In contrast, male students showed more emotional detachment, used social

media casually, and were less affected by social approval or digital feedback
loops.​

●​ While both genders acknowledged the potential of social media for growth,
females were more divided in their emotional reactions—often feeling both
empowered and burdened by it.
 Comparative Analysis: Male vs. Female

Aspect Male Students Female Students

Emotional Response to Mostly indifferent Often affected by

Validation likes/comments

Tendency for Social Low High

Comparison

Self-Image Management Minimal Actively curated

Confidence in Online Higher Moderate, with signs of

Expression caution

Online Identity vs. Real Self Strong alignment Notable dissonance

Impact of Peer Achievements Used as motivation Mixed with self-doubt and

Online pressure

Reaction to Negative Dismissive or Emotionally impacted

Comments resilient

Perception of Social Media’s Utility-focused Emotionally and socially

Role integrated
 FINAL CONCLUSION AND RESULT
The combined analysis from both research tools clearly indicates that social media
affects male and female students differently, with female students being more
vulnerable to its negative psychological impacts. Their higher susceptibility to
comparison, emotional validation, and identity management pressures suggests
that social media plays a more intrusive role in shaping their self-concept and
self-esteem.

In contrast, male students demonstrated more resilience, emotional independence,

and critical detachment from social media influence. While they too are affected by
digital dynamics, the impact is less intense and less emotionally driven.

Thus, the overarching conclusion is that social media poses a greater threat to
the self-esteem of female students in higher education, predominantly through
mechanisms of comparison, performance pressure, and idealized self-presentation.
This finding is consistent across both quantitative and qualitative data sources.

Implications for Practice

●​ Educational institutions and counselors should prioritize mental wellness

programs that focus on media literacy, self-esteem building, and healthy
digital habits, especially for female students.​

●​ Awareness campaigns and workshops that demystify online “perfection” and

promote authentic self-expression can mitigate these effects.​

●​ Future research can explore intersectional factors such as socioeconomic

background, academic stress, or personality traits that may influence social
media impact more deeply.
 OVERALL SUMMARY OF THE RESEARCH WORK
The research titled “Effect of Social Media on the Self-Esteem of Students in Higher
Education” was undertaken to explore and analyze how social media influences the
psychological and emotional well-being of students, with a particular focus on
self-esteem and self-concept. The journey of this research was carefully structured
through several critical stages, each contributing to the depth and validity of the study.

The initial step involved selecting and defining the research topic. Recognizing the
growing relevance of digital life among young adults, we identified the need to assess
the psychological consequences of social media engagement in the academic context.
The topic was chosen after thorough consideration of contemporary issues affecting
student well-being and identity formation in digital spaces.

Following the identification of the research theme, we undertook a comprehensive

review of existing literature and scholarly articles. This step was essential in
grounding our research in established theories, frameworks, and empirical evidence.
The existing studies helped contextualize our work, highlight research gaps, and
support the development of our own study design.

To assess the viability and relevance of the proposed research, we conducted a pilot
study (trial testing) on approximately 150 students across various educational
backgrounds. The purpose of this phase was to test the clarity, consistency, and
effectiveness of our initial instruments and approach. Based on the feedback and
insights gathered during the pilot, we refined our tools and made necessary adjustments
to our research scope and questions.

After this phase, the research title was finalized as:​

“Effect of Social Media on the Self-Esteem of Students in Higher Education.”

The final stage of the study involved a mixed-methods approach, incorporating both
quantitative and qualitative data collection. We conducted a structured questionnaire
and in-depth interviews with a purposive sample of 30 higher education students —
15 male and 15 female participants. This design allowed us to measure and compare
the effects of social media on self-esteem across gender lines and extract deeper
insights into personal experiences, emotions, and attitudes that are often not fully
captured through surveys alone.

The questionnaire responses were statistically analyzed to uncover trends related to

emotional responses, online validation, self-image management, and identity
integration. The interview responses provided rich qualitative narratives that revealed
more personal and emotional dimensions of the social media experience.
Together, the data revealed significant gender-based differences, with female
students showing higher levels of emotional sensitivity, self-comparison, and
online image consciousness, while male students exhibited more confidence,
emotional detachment, and a pragmatic approach to social media use.

This research concludes that while social media presents both opportunities and risks,
its impact is not uniform. The findings highlight the urgent need for gender-sensitive
awareness and support programs to ensure healthier digital engagement among
students in higher education.

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