社交媒体使用与青少年认同发展的系统回顾

IF 4.7 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Hamide Avci, Laura Baams, Tina Kretschmer
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引用次数: 0

摘要

社交媒体已经成为青少年身份发展的新环境。然而,要全面了解社交媒体和身份发展之间的关系是很有挑战性的,因为研究涉及社交媒体参与的不同方面,并使用了与身份相关的不同概念。本综述综合了社交媒体使用的数量和质量与身份发展的不同维度之间的关系,包括身份探索和承诺、自我概念清晰度和身份困扰。在四个数据库中进行的搜索产生了4,467条记录,其中32项研究纳入了分析,包括19658名青少年,平均年龄为16.43岁(SD = 1.81),年龄范围为8至26岁。积极参与社交媒体,而不是花在社交媒体上的时间,与更多的身份探索有关。社交媒体上的真实性,而不是理想化的自我表现,与更高的自我概念清晰度相关。此外,在社交媒体上进行攀比的青少年表现出更高水平的身份探索和身份困扰。总的来说,年轻人在社交媒体上做什么似乎比他们在社交媒体上花多少时间更能影响他们的身份发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Systematic Review of Social Media Use and Adolescent Identity Development

Social media have become a new context for adolescent identity development. However, it is challenging to build a thorough understanding of how social media and identity development are related because studies refer to different facets of social media engagement and use diverse concepts related to identity. This review synthesizes research on the relationships between quantity and quality of social media use and different dimensions of identity development, including identity exploration and commitment, self-concept clarity, and identity distress. The search conducted across four databases yielded 4,467 records, of which 32 studies were included in the analysis, comprising 19,658 adolescents with a mean age of 16.43 years (SD = 1.81) and an age range of eight to 26 years. Active participation in social media, rather than the amount of time spent on it, was associated with more identity exploration. Authenticity on social media, not idealized self-presentation, correlated with higher self-concept clarity. Additionally, adolescents who engaged in comparisons on social media demonstrated higher levels of identity exploration and identity distress. Overall, it seems to matter more for identity development what young people do on social media than how much time they spend on it.

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来源期刊
Adolescent Research Review
Adolescent Research Review PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
10.40
自引率
0.00%
发文量
17
期刊介绍: Adolescent Research Review publishes articles that review important contributions to the understanding of adolescence.  The Review draws from the many subdisciplines of developmental science, psychological science, education, criminology, public health, medicine, social work, and other allied disciplines that address the subject of youth and adolescence. The editors are especially interested in articles that bridge gaps between disciplines or that focus on topics that transcend traditional disciplinary boundaries.  Reviews must be cutting edge and comprehensive in the way they advance science, practice or policy relating to adolescents.
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