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300+ Social Media Research Topics

Social media has become an integral part of our lives, and it has transformed the way we communicate, share information, and interact with each other. As social media platforms continue to evolve and gain popularity, they have also become a rich source of data for researchers. Social media research is a rapidly growing field that encompasses a wide range of topics , from understanding the psychological and social effects of social media to analyzing patterns of user behavior and identifying trends in online conversations. In this era of data-driven decision-making, social media research is more important than ever, as it provides insights into how we use and are influenced by social media. In this post, we will explore some of the most fascinating and relevant social media research topics that are shaping our understanding of this powerful medium.

Social Media Research Topics

Social Media Research Topics are as follows:

• The effects of social media on mental health
• The role of social media in political polarization
• The impact of social media on relationships
• The use of social media by businesses for marketing
• The effects of social media on body image and self-esteem
• The influence of social media on consumer behavior
• The use of social media for education
• The effects of social media on language use and grammar
• The impact of social media on news consumption
• The role of social media in activism and social change
• The use of social media for job seeking and career development
• The effects of social media on sleep patterns
• The influence of social media on adolescent behavior
• The impact of social media on the spread of misinformation
• The use of social media for personal branding
• The effects of social media on political participation
• The influence of social media on fashion trends
• The impact of social media on sports fandom
• The use of social media for mental health support
• The effects of social media on creativity
• The role of social media in cultural exchange
• The impact of social media on language learning
• The use of social media for crisis communication
• The effects of social media on privacy and security
• The influence of social media on diet and exercise behavior
• The impact of social media on travel behavior
• The use of social media for citizen journalism
• The effects of social media on political accountability
• The role of social media in peer pressure
• The impact of social media on romantic relationships
• The use of social media for community building
• The effects of social media on gender identity
• The influence of social media on music consumption
• The impact of social media on academic performance
• The use of social media for social support
• The effects of social media on social skills
• The role of social media in disaster response
• The impact of social media on nostalgia and memory
• The use of social media for charity and philanthropy
• The effects of social media on political polarization in developing countries
• The influence of social media on literary consumption
• The impact of social media on family relationships
• The use of social media for citizen science
• The effects of social media on cultural identity
• The role of social media in promoting healthy behaviors
• The impact of social media on language diversity
• The use of social media for environmental activism
• The effects of social media on attention span
• The influence of social media on art consumption
• The impact of social media on cultural values and norms.
• The impact of social media on mental health
• The impact of social media on mental health.
• The impact of social media on body image and self-esteem.
• The use of social media for political activism and social justice movements.
• The role of social media in promoting cultural diversity and inclusivity.
• The impact of social media on romantic relationships and dating.
• The use of social media for customer service and support.
• The impact of social media on mental health and well-being among young adults.
• The impact of social media on political polarization and partisanship.
• The use of social media for health communication and behavior change.
• The role of social media in shaping public opinion and attitudes towards vaccination.
• The impact of social media on political participation and civic engagement.
• The impact of social media on political polarization and echo chambers.
• The use of social media for political campaigning and the manipulation of public opinion.
• The role of social media in shaping public attitudes towards vaccination and public health.
• The impact of social media on news consumption and trust in journalism.
• The use of social media for promoting sustainable fashion practices and ethical consumption.
• The role of social media in influencing beauty standards and body image.
• The impact of social media on the music industry and the role of social media influencers.
• The use of social media for promoting mental health and well-being among healthcare professionals.
• The role of social media in shaping public attitudes towards gun violence and gun control policies.
• The impact of social media on social activism and advocacy.
• The use of social media for promoting cross-cultural communication and intercultural understanding.
• The role of social media in shaping public attitudes towards climate change and environmental policies.
• The impact of social media on public health during the COVID-19 pandemic.
• The use of social media for promoting financial literacy and access to financial services for low-income individuals.
• The role of social media in shaping public attitudes towards immigration policies and refugee crises.
• The impact of social media on political activism and social movements.
• The use of social media for promoting digital literacy and technology education in developing countries.
• The role of social media in shaping public attitudes towards gender and sexual orientation.
• The impact of social media on consumer behavior in the food and beverage industry.
• The use of social media for promoting mental health and well-being among first responders.
• The role of social media in shaping public attitudes towards racial justice and police brutality.
• The impact of social media on privacy concerns and data security.
• The use of social media for promoting interfaith dialogue and religious tolerance.
• The role of social media in shaping public attitudes towards income inequality and economic justice.
• The impact of social media on the film and television industry and consumer behavior.
• The use of social media for promoting mental health and well-being among military personnel.
• The role of social media in shaping public attitudes towards privacy and data security.
• The impact of social media on the hospitality industry and consumer behavior.
• The use of social media for promoting intergenerational communication and understanding.
• The role of social media in shaping public attitudes towards animal welfare and animal rights.
• The impact of social media on the gaming industry and gamer behavior.
• The use of social media for promoting digital literacy and technology skills among seniors.
• The role of social media in shaping public attitudes towards renewable energy and sustainability.
• The impact of social media on the advertising industry and consumer behavior.
• The use of social media for promoting mental health and well-being among children and adolescents.
• The role of social media in shaping public attitudes towards online privacy and security.
• The impact of social media on the beauty industry and consumer behavior.
• The use of social media for promoting cultural preservation and heritage tourism.
• The role of social media in shaping public attitudes towards criminal justice reform.
• The impact of social media on the automotive industry and consumer behavior.
• The use of social media for promoting mental health and well-being among marginalized communities.
• The role of social media in shaping public attitudes towards sustainable development goals.
• The impact of social media on the fashion industry and consumer behavior.
• The use of social media for promoting intercultural communication in the workplace.
• The role of social media in shaping public attitudes towards mental health policies.
• The impact of social media on the travel industry and sustainable tourism practices.
• The use of social media for health information seeking and patient empowerment.
• The role of social media in promoting environmental activism and sustainable practices.
• The impact of social media on consumer behavior and brand loyalty.
• The use of social media for promoting education and lifelong learning.
• The role of social media in shaping public opinion and attitudes towards mental health issues.
• The impact of social media on the fashion industry and fast fashion practices.
• The use of social media for promoting social entrepreneurship and social innovation.
• The role of social media in shaping public opinion and attitudes towards gun control.
• The impact of social media on the mental health and well-being of adolescents.
• The use of social media for promoting intercultural exchange and understanding.
• The role of social media in shaping public opinion and attitudes towards climate change.
• The impact of social media on political advertising and campaign strategies.
• The use of social media for promoting healthy relationships and communication skills.
• The role of social media in shaping public opinion and attitudes towards police brutality and racial justice.
• The use of social media for promoting financial literacy and personal finance management.
• The role of social media in shaping public opinion and attitudes towards LGBTQ+ rights.
• The impact of social media on the music industry and fan engagement.
• The use of social media for promoting mental health and well-being among marginalized populations.
• The role of social media in shaping public opinion and attitudes towards immigration and border policies.
• The impact of social media on the professional development and networking of journalists.
• The use of social media for promoting community building and social cohesion.
• The role of social media in shaping public opinion and attitudes towards healthcare policies.
• The impact of social media on the food industry and consumer behavior.
• The role of social media in shaping public opinion and attitudes towards gender equality.
• The impact of social media on the sports industry and athlete-fan interactions.
• The use of social media for promoting financial inclusion and access to banking services.
• The role of social media in shaping public opinion and attitudes towards animal welfare.
• The use of social media for promoting mental health and well-being among college students.
• The role of social media in shaping public opinion and attitudes towards privacy and data security.
• The role of social media in shaping public opinion and attitudes towards income inequality and poverty.
• The use of social media for promoting digital literacy and technology skills.
• The role of social media in shaping public opinion and attitudes towards renewable energy.
• The use of social media for promoting mental health and well-being among elderly populations.
• The role of social media in shaping public opinion and attitudes towards online privacy and security.
• The role of social media in shaping public opinion and attitudes towards criminal justice reform.
• The impact of social media on online activism and social movements.
• The use of social media for business-to-business communication and networking.
• The role of social media in promoting civic education and engagement.
• The impact of social media on the fashion industry and sustainable fashion practices.
• The use of social media for promoting cultural diversity and inclusion.
• The role of social media in shaping public opinion and attitudes towards police reform.
• The impact of social media on the mental health and well-being of frontline healthcare workers.
• The use of social media for promoting financial literacy and investment education.
• The role of social media in promoting environmental sustainability and conservation.
• The impact of social media on body image and self-esteem among adolescent girls.
• The use of social media for promoting intercultural dialogue and understanding.
• The role of social media in shaping public opinion and attitudes towards immigration policies and refugees.
• The impact of social media on the professional development and networking of healthcare professionals.
• The use of social media for promoting community resilience and disaster preparedness.
• The role of social media in shaping public opinion and attitudes towards the Black Lives Matter movement.
• The impact of social media on the music industry and artist-fan interactions.
• The use of social media for promoting healthy eating habits and nutrition education.
• The role of social media in promoting mental health and well-being among college students.
• The impact of social media on the entertainment industry and consumer behavior.
• The use of social media for promoting workplace diversity and inclusion.
• The role of social media in shaping public opinion and attitudes towards climate change policies.
• The impact of social media on the travel industry and consumer behavior.
• The use of social media for promoting mental health and well-being among military veterans.
• The role of social media in promoting intergenerational dialogue and understanding.
• The impact of social media on the professional development and networking of educators.
• The use of social media for promoting animal welfare and advocacy.
• The role of social media in shaping public opinion and attitudes towards reproductive rights.
• The impact of social media on the sports industry and fan behavior.
• The use of social media for promoting financial inclusion and literacy among underprivileged populations.
• The role of social media in promoting mental health and well-being among LGBTQ+ populations.
• The impact of social media on the food and beverage industry and consumer behavior.
• The use of social media for promoting interfaith dialogue and understanding.
• The role of social media in shaping public opinion and attitudes towards gun ownership.
• The use of social media for promoting mental health and well-being among caregivers.
• The role of social media in promoting sustainable tourism practices.
• The impact of social media on the gaming industry and gamer culture.
• The use of social media for promoting cultural heritage tourism and preservation.
• The role of social media in shaping public opinion and attitudes towards public transportation policies.
• The use of social media for promoting mental health and well-being among homeless populations.
• The role of social media in promoting mental health and well-being among immigrants and refugees.
• The use of social media for promoting financial literacy and entrepreneurship among youth.
• The use of social media for political mobilization and participation in authoritarian regimes.
• The role of social media in shaping public opinion and attitudes towards immigration policies.
• The impact of social media on the professional development of teachers and educators.
• The use of social media for emergency communication during public health crises.
• The role of social media in promoting LGBTQ+ rights and advocacy.
• The impact of social media on body positivity and self-acceptance among women.
• The use of social media for public diplomacy and international relations.
• The impact of social media on the mental health and well-being of marginalized communities.
• The use of social media for crisis management and disaster response in the corporate sector.
• The role of social media in promoting environmental activism and conservation.
• The impact of social media on the professional development and networking of entrepreneurs.
• The use of social media for medical education and healthcare communication.
• The role of social media in promoting cultural exchange and understanding.
• The impact of social media on social capital and civic engagement among young adults.
• The use of social media for disaster preparedness and community resilience.
• The role of social media in promoting religious pluralism and tolerance.
• The use of social media for promoting healthy lifestyles and wellness.
• The use of social media for fundraising and philanthropy in the non-profit sector.
• The role of social media in promoting interfaith dialogue and understanding.
• The impact of social media on the travel and tourism industry and consumer behavior.
• The use of social media for customer engagement and brand loyalty in the retail sector.
• The impact of social media on the political attitudes and behaviors of young adults.
• The use of social media for promoting gender equality and women’s empowerment.
• The use of social media for promoting animal welfare and adoption.
• The role of social media in promoting mental health and well-being among the elderly.
• The impact of social media on the art industry and artist-fan interactions.
• The use of social media for promoting healthy food choices and nutrition.
• The role of social media in shaping public opinion and attitudes towards income inequality.
• The use of social media for promoting political satire and humor.
• The role of social media in promoting disability rights and advocacy.
• The use of social media for promoting voter registration and participation.
• The role of social media in promoting entrepreneurship and small business development.
• The use of social media for promoting mental health and well-being among incarcerated populations.
• The role of social media in shaping public opinion and attitudes towards gun violence prevention.
• The use of social media for promoting cultural heritage and preservation.
• The impact of social media on mental health and well-being.
• The relationship between social media use and academic performance.
• The use of social media for emergency communication during natural disasters.
• The impact of social media on traditional news media and journalism.
• The role of social media in shaping public opinion and discourse.
• The use of social media for online learning and education.
• The impact of social media on the fashion and beauty industry.
• The use of social media for brand awareness and marketing.
• The impact of social media on privacy and security.
• The use of social media for job searching and recruitment.
• The impact of social media on political polarization and extremism.
• The use of social media for online harassment and cyberbullying.
• The role of social media in promoting environmental awareness and sustainability.
• The impact of social media on youth culture and identity formation.
• The use of social media for travel and tourism marketing.
• The impact of social media on consumer behavior and decision-making.
• The role of social media in shaping beauty standards and body positivity.
• The use of social media for crisis communication and disaster response.
• The impact of social media on the music industry.
• The use of social media for fundraising and philanthropy.
• The role of social media in promoting healthy lifestyles and wellness.
• The impact of social media on sports fandom and fan behavior.
• The use of social media for political lobbying and advocacy.
• The impact of social media on the entertainment industry.
• The use of social media for healthcare communication and patient engagement.
• The role of social media in promoting gender equality and feminism.
• The impact of social media on the restaurant and food industry.
• The use of social media for volunteerism and community service.
• The role of social media in promoting religious tolerance and interfaith dialogue.
• The impact of social media on the art industry.
• The use of social media for political satire and humor.
• The role of social media in promoting disability awareness and advocacy.
• The impact of social media on the real estate industry.
• The use of social media for legal advocacy and justice reform.
• The role of social media in promoting intercultural communication and understanding.
• The impact of social media on the automotive industry.
• The use of social media for pet adoption and animal welfare advocacy.
• The role of social media in promoting mental health and wellness for marginalized communities.
• The impact of social media on the retail industry.
• The use of social media for promoting civic engagement and voter participation.
• The impact of social media on the film and television industry.
• The use of social media for fashion and style inspiration.
• The role of social media in promoting activism for human rights and social issues.
• The effectiveness of social media for political campaigns.
• The role of social media in promoting fake news and misinformation.
• The impact of social media on self-esteem and body image.
• The impact of social media on romantic relationships.
• The use of social media for online activism and social justice movements.
• The impact of social media on traditional news media.
• The impact of social media on interpersonal communication skills.
• The impact of social media on the fashion industry.
• The use of social media for social support and mental health awareness.
• The use of social media for political lobbying and activism.
• The impact of social media on travel and tourism behavior.
• The use of social media for customer feedback and market research.
• The impact of social media on the restaurant industry.
• The role of social media in political activism
• The effect of social media on interpersonal communication
• The relationship between social media use and body image concerns
• The impact of social media on self-esteem
• The role of social media in shaping cultural norms and values
• The use of social media by celebrities and its impact on their image
• The role of social media in building and maintaining personal relationships
• The use of social media for job searching and recruitment
• The impact of social media on children and adolescents
• The use of social media by political candidates during election campaigns
• The role of social media in education
• The impact of social media on political polarization
• The use of social media for news consumption
• The effect of social media on sleep habits
• The use of social media by non-profit organizations for fundraising
• The role of social media in shaping public opinion
• The influence of social media on language and communication patterns
• The use of social media in crisis communication and emergency management
• The role of social media in promoting environmental awareness
• The influence of social media on music preferences
• The impact of social media on body positivity movements
• The role of social media in shaping beauty standards
• The influence of social media on sports fandom
• The use of social media for health promotion and education
• The impact of social media on political participation
• The role of social media in shaping parenting practices
• The influence of social media on food preferences and eating habits
• The use of social media for peer support and mental health advocacy
• The role of social media in shaping religious beliefs and practices
• The influence of social media on humor and comedy
• The use of social media for online activism and social justice advocacy
• The impact of social media on public health awareness campaigns
• The role of social media in promoting cultural diversity and inclusion
• The influence of social media on travel behavior and decision-making
• The use of social media for international diplomacy and relations
• The impact of social media on job satisfaction and employee engagement
• The role of social media in shaping romantic preferences and dating behavior
• The influence of social media on language learning and language use
• The use of social media for political satire and humor
• The impact of social media on social capital and community building
• The role of social media in shaping gender identity and expression
• The influence of social media on fashion and beauty advertising.

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Muhammad Hassan

Researcher, Academic Writer, Web developer

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• Open access
• Published: 01 July 2020

The effect of social media on well-being differs from adolescent to adolescent

• Ine Beyens   ORCID: orcid.org/0000-0001-7023-867X 1 ,
• J. Loes Pouwels   ORCID: orcid.org/0000-0002-9586-392X 1 ,
• Irene I. van Driel   ORCID: orcid.org/0000-0002-7810-9677 1 ,
• Loes Keijsers   ORCID: orcid.org/0000-0001-8580-6000 2 &
• Patti M. Valkenburg   ORCID: orcid.org/0000-0003-0477-8429 1  

Scientific Reports volume  10 , Article number:  10763 ( 2020 ) Cite this article

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• Human behaviour

The question whether social media use benefits or undermines adolescents’ well-being is an important societal concern. Previous empirical studies have mostly established across-the-board effects among (sub)populations of adolescents. As a result, it is still an open question whether the effects are unique for each individual adolescent. We sampled adolescents’ experiences six times per day for one week to quantify differences in their susceptibility to the effects of social media on their momentary affective well-being. Rigorous analyses of 2,155 real-time assessments showed that the association between social media use and affective well-being differs strongly across adolescents: While 44% did not feel better or worse after passive social media use, 46% felt better, and 10% felt worse. Our results imply that person-specific effects can no longer be ignored in research, as well as in prevention and intervention programs.

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Associations between youth’s daily social media use and well-being are mediated by upward comparisons

Variation in social media sensitivity across people and contexts

Introduction.

Ever since the introduction of social media, such as Facebook and Instagram, researchers have been studying whether the use of such media may affect adolescents’ well-being. These studies have typically reported mixed findings, yielding either small negative, small positive, or no effects of the time spent using social media on different indicators of well-being, such as life satisfaction and depressive symptoms (for recent reviews, see for example 1 , 2 , 3 , 4 , 5 ). Most of these studies have focused on between-person associations, examining whether adolescents who use social media more (or less) often than their peers experience lower (or higher) levels of well-being than these peers. While such between-person studies are valuable in their own right, several scholars 6 , 7 have recently called for studies that investigate within-person associations to understand whether an increase in an adolescent’s social media use is associated with an increase or decrease in that adolescent’s well-being. The current study aims to respond to this call by investigating associations between social media use and well-being within single adolescents across multiple points in time 8 , 9 , 10 .

Person-specific effects

To our knowledge, four recent studies have investigated within-person associations of social media use with different indicators of adolescent well-being (i.e., life satisfaction, depression), again with mixed results 6 , 11 , 12 , 13 . Orben and colleagues 6 found a small negative reciprocal within-person association between the time spent using social media and life satisfaction. Likewise, Boers and colleagues 12 found a small within-person association between social media use and increased depressive symptoms. Finally, Coyne and colleagues 11 and Jensen and colleagues 13 did not find any evidence for within-person associations between social media use and depression.

Earlier studies that investigated within-person associations of social media use with indicators of well-being have all only reported average effect sizes. However, it is possible, or even plausible, that these average within-person effects may have been small and nonsignificant because they result from sizeable heterogeneity in adolescents’ susceptibility to the effects of social media use on well-being (see 14 , 15 ). After all, an average within-person effect size can be considered an aggregate of numerous individual within-person effect sizes that range from highly positive to highly negative.

Some within-person studies have sought to understand adolescents’ differential susceptibility to the effects of social media by investigating differences between subgroups. For instance, they have investigated the moderating role of sex to compare the effects of social media on boys versus girls 6 , 11 . However, such a group-differential approach, in which potential differences in susceptibility are conceptualized by group-level moderators (e.g., gender, age) does not provide insights into more fine-grained differences at the level of the single individual 16 . After all, while girls and boys each represent a homogenous group in terms of sex, they may each differ on a wide array of other factors.

As such, although worthwhile, the average within-person effects of social media on well-being obtained in previous studies may have been small or non-significant because they are diluted across a highly heterogeneous population (or sub-population) of adolescents 14 , 15 . In line with the proposition of media effects theories that each adolescent may have a unique susceptibility to the effects of social media 17 , a viable explanation for the small and inconsistent findings in earlier studies may be that the effect of social media differs from adolescent to adolescent. The aim of the current study is to investigate this hypothesis and to obtain a better understanding of adolescents’ unique susceptibility to the effects of social media on their affective well-being.

Social media and affective well-being

Within-person studies have provided important insights into the associations of social media use with cognitive well-being (e.g., life satisfaction 6 ), which refers to adolescents’ cognitive judgment of how satisfied they are with their life 18 . However, the associations of social media use with adolescents’ affective well-being (i.e., adolescents’ affective evaluations of their moods and emotions 18 ) are still unknown. In addition, while earlier within-person studies have focused on associations with trait-like conceptualizations of well-being 11 , 12 , 13 , that is, adolescents’ average well-being across specific time periods 18 , there is a lack of studies that focus on well-being as a momentary affective state. Therefore, we extend previous research by examining the association between adolescents’ social media use and their momentary affective well-being. Like earlier experience sampling (ESM) studies among adults 19 , 20 , we measured adolescents’ momentary affective well-being with a single item. Adolescents’ momentary affective well-being was defined as their current feelings of happiness, a commonly used question to measure well-being 21 , 22 , which has high convergent validity, as evidenced by the strong correlations with the presence of positive affect and absence of negative affect.

To assess adolescents’ momentary affective well-being (henceforth referred to as well-being), we conducted a week-long ESM study among 63 middle adolescents ages 14 and 15. Six times a day, adolescents were asked to complete a survey using their own mobile phone, covering 42 assessments per adolescent, assessing their affective well-being and social media use. In total, adolescents completed 2,155 assessments (83.2% average compliance).

We focused on middle adolescence, since this is the period in life characterized by most significant fluctuations in well-being 23 , 24 . Also, in comparison to early and late adolescents, middle adolescents are more sensitive to reactions from peers and have a strong tendency to compare themselves with others on social media and beyond. Because middle adolescents typically use different social media platforms, in a complementary way 25 , 26 , 27 , each adolescent reported on his/her use of the three social media platforms that s/he used most frequently out of the five most popular social media platforms among adolescents: WhatsApp, followed by Instagram, Snapchat, YouTube, and, finally, the chat function of games 28 . In addition to investigating the association between overall social media use and well-being (i.e., the summed use of adolescents’ three most frequently used platforms), we examined the unique associations of the two most popular platforms, WhatsApp and Instagram 28 .

Like previous studies on social media use and well-being, we distinguished between active social media use (i.e., “activities that facilitate direct exchanges with others” 29 ) and passive social media use (i.e., “consuming information without direct exchanges” 29 ). Within-person studies among young adults have shown that passive but not active social media use predicts decreases in well-being 29 . Therefore, we examined the unique associations of adolescents’ overall active and passive social media use with their well-being, as well as active and passive use of Instagram and WhatsApp, specifically. We investigated categorical associations, that is, whether adolescents would feel better or worse if they had actively or passively used social media. And we investigated dose–response associations to understand whether adolescents’ well-being would change as a function of the time they had spent actively or passively using social media.

The hypotheses and the design, sampling and analysis plan were preregistered prior to data collection and are available on the Open Science Framework, along with the code used in the analyses ( https://osf.io/nhks2 ). For details about the design of the study and analysis approach, see Methods.

In more than half of all assessments (68.17%), adolescents had used social media (i.e., one or more of their three favorite social media platforms), either in an active or passive way. Instagram (50.90%) and WhatsApp (53.52%) were used in half of all assessments. Passive use of social media (66.21% of all assessments) was more common than active use (50.86%), both on Instagram (48.48% vs. 20.79%) and WhatsApp (51.25% vs. 40.07%).

Strong positive between-person correlations were found between the duration of active and passive social media use (overall: r  = 0.69, p  < 0.001; Instagram: r  = 0.38, p  < 0.01; WhatsApp: r  = 0.85, p  < 0.001): Adolescents who had spent more time actively using social media than their peers, had also spent more time passively using social media than their peers. Likewise, strong positive within-person correlations were found between the duration of active and passive social media use (overall: r  = 0.63, p  < 0.001; Instagram: r  = 0.37, p  < 0.001; WhatsApp: r  = 0.57, p  < 0.001): The more time an adolescent had spent actively using social media at a certain moment, the more time s/he had also spent passively using social media at that moment.

Table 1 displays the average number of minutes that adolescents had spent using social media in the past hour at each assessment, and the zero-order between- and within-person correlations between the duration of social media use and well-being. At the between-person level, the duration of active and passive social media use was not associated with well-being: Adolescents who had spent more time actively or passively using social media than their peers did not report significantly higher or lower levels of well-being than their peers. At the within-person level, significant but weak positive correlations were found between the duration of active and passive overall social media use and well-being. This indicates that adolescents felt somewhat better at moments when they had spent more time actively or passively using social media (overall), compared to moments when they had spent less time actively or passively using social media. When looking at specific platforms, a positive correlation was only found for passive WhatsApp use, but not for active WhatsApp use, and not for active and passive Instagram use.

Average and person-specific effects

The within-person associations of social media use with well-being and differences in these associations were tested in a series of multilevel models. We ran separate models for overall social media use (i.e., active use and passive use of adolescents’ three favorite social media platforms, see Table 2 ), Instagram use (see Table 3 ), and WhatsApp use (see Table 4 ). In a first step we examined the average categorical associations for each of these three social media uses using fixed effects models (Models 1A, 3A, and 5A) to investigate whether, on average, adolescents would feel better or worse at moments when they had used social media compared to moments when they had not (i.e., categorical predictors: active use versus no active use, and passive use versus no passive use). In a second step, we examined heterogeneity in the within-person categorical associations by adding random slopes to the fixed effects models (Models 1B, 3B, and 5B). Next, we examined the average dose–response associations using fixed effects models (Models 2A, 4A, and 6A), to investigate whether, on average, adolescents would feel better or worse when they had spent more time using social media (i.e., continuous predictors: duration of active use and duration of passive use). Finally, we examined heterogeneity in the within-person dose–response associations by adding random slopes to the fixed effects models (Models 2B, 4B, and 6B).

Overall social media use.

The model with the categorical predictors (see Table 2 ; Model 1A) showed that, on average, there was no association between overall use and well-being: Adolescents’ well-being did not increase or decrease at moments when they had used social media, either in a passive or active way. However, evidence was found that the association of passive (but not active) social media use with well-being differed from adolescent to adolescent (Model 1B), with effect sizes ranging from − 0.24 to 0.68. For 44.26% of the adolescents the association was non-existent to small (− 0.10 <  r  < 0.10). However, for 45.90% of the adolescents there was a weak (0.10 <  r  < 0.20; 8.20%), moderate (0.20 <  r  < 0.30; 22.95%) or even strong positive ( r  ≥ 0.30; 14.75%) association between overall passive social media use and well-being, and for almost one in ten (9.84%) adolescents there was a weak (− 0.20 <  r  < − 0.10; 6.56%) or moderate negative (− 0.30 <  r  < − 0.20; 3.28%) association.

The model with continuous predictors (Model 2A) showed that, on average, there was a significant dose–response association for active use. At moments when adolescents had used social media, the time they spent actively (but not passively) using social media was positively associated with well-being: Adolescents felt better at moments when they had spent more time sending messages, posting, or sharing something on social media. The associations of the time spent actively and passively using social media with well-being did not differ across adolescents (Model 2B).

Instagram use

As shown in Model 3A in Table 3 , on average, there was a significant categorical association between passive (but not active) Instagram use and well-being: Adolescents experienced an increase in well-being at moments when they had passively used Instagram (i.e., viewing posts/stories of others). Adolescents did not experience an increase or decrease in well-being when they had actively used Instagram. The associations of passive and active Instagram use with well-being did not differ across adolescents (Model 3B).

On average, no significant dose–response association was found for Instagram use (Model 4A): At moments when adolescents had used Instagram, the time adolescents spent using Instagram (either actively or passively) was not associated with their well-being. However, evidence was found that the association of the time spent passively using Instagram differed from adolescent to adolescent (Model 4B), with effect sizes ranging from − 0.48 to 0.27. For most adolescents (73.91%) the association was non-existent to small (− 0.10 <  r  < 0.10), but for almost one in five adolescents (17.39%) there was a weak (0.10 <  r  < 0.20; 10.87%) or moderate (0.20 <  r  < 0.30; 6.52%) positive association, and for almost one in ten adolescents (8.70%) there was a weak (− 0.20 <  r  < − 0.10; 2.17%), moderate (− 0.30 <  r  < − 0.20; 4.35%), or strong ( r  ≤ − 0.30; 2.17%) negative association. Figure  1 illustrates these differences in the dose–response associations.

The dose–response association between passive Instagram use (in minutes per hour) and affective well-being for each individual adolescent (n = 46). Red lines represent significant negative within-person associations, green lines represent significant positive within-person associations, and gray lines represent non-significant within-person associations. A graph was created for each participant who had completed at least 10 assessments. A total of 13 participants were excluded because they had completed less than 10 assessments of passive Instagram use. In addition, one participant was excluded because no graph could be computed, since this participant's passive Instagram use was constant across assessments.

WhatsApp use

As shown in Model 5A in Table 4 , just as for Instagram, we found that, on average, there was a significant categorical association between passive (but not active) WhatsApp use and well-being: Adolescents reported that they felt better at moments when they had passively used WhatsApp (i.e., read WhatsApp messages). For active WhatsApp use, no significant association was found. Also, in line with the results for Instagram use, no differences were found regarding the associations of active and passive WhatsApp use (Model 5B).

In addition, a significant dose–response association was found for passive (but not active) use (Model 6A). At moments when adolescents had used WhatsApp, we found that, on average, the time adolescents spent passively using WhatsApp was positively associated with well-being: Adolescents felt better at moments when they had spent more time reading WhatsApp messages. The time spent actively using WhatsApp was not associated with well-being. No differences were found in the dose–response associations of active and passive WhatsApp use (Model 6B).

This preregistered study investigated adolescents’ unique susceptibility to the effects of social media. We found that the associations of passive (but not active) social media use with well-being differed substantially from adolescent to adolescent, with effect sizes ranging from moderately negative (− 0.24) to strongly positive (0.68). While 44.26% of adolescents did not feel better or worse if they had passively used social media, 45.90% felt better, and a small group felt worse (9.84%). In addition, for Instagram the majority of adolescents (73.91%) did not feel better or worse when they had spent more time viewing post or stories of others, whereas some felt better (17.39%), and others (8.70%) felt worse.

These findings have important implications for social media effects research, and media effects research more generally. For decades, researchers have argued that people differ in their susceptibility to the effects of media 17 , leading to numerous investigations of such differential susceptibility. These investigations have typically focused on moderators, based on variables such as sex, age, or personality. Yet, over the years, studies have shown that such moderators appear to have little power to explain how individuals differ in their susceptibility to media effects, probably because a group-differential approach does not account for the possibility that media users may differ across a range of factors, that are not captured by only one (or a few) investigated moderator variables.

By providing insights into each individual’s unique susceptibility, the findings of this study provide an explanation as to why, up until now, most media effects research has only found small effects. We found that the majority of adolescents do not experience any short-term changes in well-being related to their social media use. And if they do experience any changes, these are more often positive than negative. Because only small subsets of adolescents experience small to moderate changes in well-being, the true effects of social media reported in previous studies have probably been diluted across heterogeneous samples of individuals that differ in their susceptibility to media effects (also see 30 ). Several scholars have noted that overall effect sizes may mask more subtle individual differences 14 , 15 , which may explain why previous studies have typically reported small or no effects of social media on well-being or indicators of well-being 6 , 11 , 12 , 13 . The current study seems to confirm this assumption, by showing that while the overall effect sizes are small at best, the person-specific effect sizes vary considerably, from tiny and small to moderate and strong.

As called upon by other scholars 5 , 31 , we disentangled the associations of active and passive use of social media. Research among young adults found that passive (but not active) social media use is associated with lower levels of affective well-being 29 . In line with these findings, the current study shows that active and passive use yielded different associations with adolescents’ affective well-being. Interestingly though, in contrast to previous findings among adults, our study showed that, on average, passive use of Instagram and WhatsApp seemed to enhance rather than decrease adolescents’ well-being. This discrepancy in findings may be attributed to the fact that different mechanisms might be involved. Verduyn and colleagues 29 found that passive use of Facebook undermines adults’ well-being by enhancing envy, which may also explain the decreases in well-being found in our study among a small group of adolescents. Yet, adolescents who felt better by passively using Instagram and WhatsApp, might have felt so because they experienced enjoyment. After all, adolescents often seek positive content on social media, such as humorous posts or memes 32 . Also, research has shown that adolescents mainly receive positive feedback on social media 33 . Hence, their passive Instagram and WhatsApp use may involve the reading of positive feedback, which may explain the increases in well-being.

Overall, the time spent passively using WhatsApp improved adolescents’ well-being. This did not differ from adolescent to adolescent. However, the associations of the time spent passively using Instagram with well-being did differ from adolescent to adolescent. This discrepancy suggests that not all social media uses yield person-specific effects on well-being. A possible explanation may be that adolescents’ responses to WhatsApp are more homogenous than those to Instagram. WhatsApp is a more private platform, which is mostly used for one-to-one communication with friends and acquaintances 26 . Instagram, in contrast, is a more public platform, which allows its users to follow a diverse set of people, ranging from best friends to singers, actors, and influencers 28 , and to engage in intimate communication as well as self-presentation and social comparison. Such diverse uses could lead to more varied, or even opposing responses, such as envy versus inspiration.

Limitations and directions for future research

The current study extends our understanding of differential susceptibility to media effects, by revealing that the effect of social media use on well-being differs from adolescent to adolescent. The findings confirm our assumption that among the great majority of adolescents, social media use is unrelated to well-being, but that among a small subset, social media use is either related to decreases or increases in well-being. It must be noted, however, that participants in this study felt relatively happy, overall. Studies with more vulnerable samples, consisting of clinical samples or youth with lower social-emotional well-being may elicit different patterns of effects 27 . Also, the current study focused on affective well-being, operationalized as happiness. It is plausible that social media use relates differently with other types of well-being, such as cognitive well-being. An important next step is to identify which adolescents are particularly susceptible to experience declines in well-being. It is conceivable, for instance, that the few adolescents who feel worse when they use social media are the ones who receive negative feedback on social media 33 .

In addition, future ESM studies into the effects of social media should attempt to include one or more follow-up measures to improve our knowledge of the longer-term influence of social media use on affective well-being. While a week-long ESM is very common and applied in most earlier ESM studies 34 , a week is only a snapshot of adolescent development. Research is needed that investigates whether the associations of social media use with adolescents’ momentary affective well-being may cumulate into long-lasting consequences. Such investigations could help clarify whether adolescents who feel bad in the short term would experience more negative consequences in the long term, and whether adolescents who feel better would be more resistant to developing long-term negative consequences. And while most adolescents do not seem to experience any short-term increases or decreases in well-being, more research is needed to investigate whether these adolescents may experience a longer-term impact of social media.

While the use of different platforms may be differently associated with well-being, different types of use may also yield different effects. Although the current study distinguished between active and passive use of social media, future research should further differentiate between different activities. For instance, because passive use entails many different activities, from reading private messages (e.g., WhatsApp messages, direct messages on Instagram) to browsing a public feed (e.g., scrolling through posts on Instagram), research is needed that explores the unique effects of passive public use and passive private use. Research that seeks to explore the nuances in adolescents’ susceptibility as well as the nuances in their social media use may truly improve our understanding of the effects of social media use.

Participants

Participants were recruited via a secondary school in the south of the Netherlands. Our preregistered sampling plan set a target sample size of 100 adolescents. We invited adolescents from six classrooms to participate in the study. The final sample consisted of 63 adolescents (i.e., 42% consent rate, which is comparable to other ESM studies among adolescents; see, for instance 35 , 36 ). Informed consent was obtained from all participants and their parents. On average, participants were 15 years old ( M  = 15.12 years, SD  = 0.51) and 54% were girls. All participants self-identified as Dutch, and 41.3% were enrolled in the prevocational secondary education track, 25.4% in the intermediate general secondary education track, and 33.3% in the academic preparatory education track.

The study was approved by the Ethics Review Board of the Faculty of Social and Behavioral Sciences at the University of Amsterdam and was performed in accordance with the guidelines formulated by the Ethics Review Board. The study consisted of two phases: A baseline survey and a personalized week-long experience sampling (ESM) study. In phase 1, researchers visited the school during school hours. Researchers informed the participants of the objective and procedure of the study and assured them that their responses would be treated confidentially. Participants were asked to sign the consent form. Next, participants completed a 15-min baseline survey. The baseline survey included questions about demographics and assessed which social media each adolescent used most frequently, allowing to personalize the social media questions presented during the ESM study in phase 2. After completing the baseline survey, participants were provided detailed instructions about phase 2.

In phase 2, which took place two and a half weeks after the baseline survey, a 7-day ESM study was conducted, following the guidelines for ESM studies provided by van Roekel and colleagues 34 . Aiming for at least 30 assessments per participant and based on an average compliance rate of 70 to 80% reported in earlier ESM studies among adolescents 34 , we asked each participant to complete a total of 42 ESM surveys (i.e., six 2-min surveys per day). Participants completed the surveys using their own mobile phone, on which the ESM software application Ethica Data was installed during the instruction session with the researchers (phase 1). Each 2-min survey consisted of 22 questions, which assessed adolescents’ well-being and social media use. Two open-ended questions were added to the final survey of the day, which asked about adolescents’ most pleasant and most unpleasant events of the day.

The ESM sampling scheme was semi-random, to allow for randomization and avoid structural patterns in well-being, while taking into account that adolescents were not allowed to use their phone during school time. The Ethica Data app was programmed to generate six beep notifications per day at random time points within a fixed time interval that was tailored to the school’s schedule: before school time (1 beep), during school breaks (2 beeps), and after school time (3 beeps). During the weekend, the beeps were generated during the morning (1 beep), afternoon (3 beeps), and evening (2 beeps). To maximize compliance, a 30-min time window was provided to complete each survey. This time window was extended to one hour for the first survey (morning) and two hours for the final survey (evening) to account for travel time to school and time spent on evening activities. The average compliance rate was 83.2%. A total of 2,155 ESM assessments were collected: Participants completed an average of 34.83 surveys ( SD  = 4.91) on a total of 42 surveys, which is high compared to previous ESM studies among adolescents 34 .

The questions of the ESM study were personalized based on the responses to the baseline survey. During the ESM study, each participant reported on his/her use of three different social media platforms: WhatsApp and either Instagram, Snapchat, YouTube, and/or the chat function of games (i.e., the most popular social media platforms among adolescents 28 ). Questions about Instagram and WhatsApp use were only included if the participant had indicated in the baseline survey that s/he used these platforms at least once a week. If a participant had indicated that s/he used Instagram or WhatsApp (or both) less than once a week, s/he was asked to report on the use of Snapchat, YouTube, or the chat function of games, depending on what platform s/he used at least once a week. In addition to Instagram and WhatsApp, questions were asked about a third platform, that was selected based on how frequently the participant used Snapchat, YouTube, or the chat function of games (i.e., at least once a week). This resulted in five different combinations of three platforms: Instagram, WhatsApp, and Snapchat (47 participants); Instagram, WhatsApp, and YouTube (11 participants); Instagram, WhatsApp, and chatting via games (2 participants); WhatsApp, Snapchat, and YouTube (1 participant); and WhatsApp, YouTube, and chatting via games (2 participants).

Frequency of social media use

In the baseline survey, participants were asked to indicate how often they used and checked Instagram, WhatsApp, Snapchat, YouTube, and the chat function of games, using response options ranging from 1 ( never ) to 7 ( more than 12 times per day ). These platforms are the five most popular platforms among Dutch 14- and 15-year-olds 28 . Participants’ responses were used to select the three social media platforms that were assessed in the personalized ESM study.

Duration of social media use

In the ESM study, duration of active and passive social media use was measured by asking participants how much time in the past hour they had spent actively and passively using each of the three platforms that were included in the personalized ESM surveys. Response options ranged from 0 to 60 min , with 5-min intervals. To measure active Instagram use, participants indicated how much time in the past hour they had spent (a) “posting on your feed or sharing something in your story on Instagram” and (b) “sending direct messages/chatting on Instagram.” These two items were summed to create the variable duration of active Instagram use. Sum scores exceeding 60 min (only 0.52% of all assessments) were recoded to 60 min. To measure duration of passive Instagram use, participants indicated how much time in the past hour they had spent “viewing posts/stories of others on Instagram.” To measure the use of WhatsApp, Snapchat, YouTube and game-based chatting, we asked participants how much time they had spent “sending WhatsApp messages” (active use) and “reading WhatsApp messages” (passive use); “sending snaps/messages or sharing something in your story on Snapchat” (active use) and “viewing snaps/stories/messages from others on Snapchat” (passive use); “posting YouTube clips” (active use) and “watching YouTube clips” (passive use); “sending messages via the chat function of a game/games” (active use) and “reading messages via the chat function of a game/games” (passive use). Duration of active and passive overall social media use were created by summing the responses across the three social media platforms for active and passive use, respectively. Sum scores exceeding 60 min (2.13% of all assessments for active overall use; 2.90% for passive overall use) were recoded to 60 min. The duration variables were used to investigate whether the time spent actively or passively using social media was associated with well-being (dose–response associations).

Use/no use of social media

Based on the duration variables, we created six dummy variables, one for active and one for passive overall social media use, one for active and one for passive Instagram use, and one for active and one for passive WhatsApp use (0 =  no active use and 1 =  active use , and 0 =  no passive use and 1 =  passive use , respectively). These dummy variables were used to investigate whether the use of social media, irrespective of the duration of use, was associated with well-being (categorical associations).

Consistent with previous ESM studies 19 , 20 , we measured affective well-being using one item, asking “How happy do you feel right now?” at each assessment. Adolescents indicated their response to the question using a 7-point scale ranging from 1 ( not at all ) to 7 ( completely ), with 4 ( a little ) as the midpoint. Convergent validity of this item was established in a separate pilot ESM study among 30 adolescents conducted by the research team of the fourth author: The affective well-being item was strongly correlated with the presence of positive affect and absence of negative affect (assessed by a 10-item positive and negative affect schedule for children; PANAS-C) at both the between-person (positive affect: r  = 0.88, p < 0.001; negative affect: r  = − 0.62, p < 0.001) and within-person level (positive affect: r  = 0.74, p < 0.001; negative affect: r  = − 0.58, p < 0.001).

Statistical analyses

Before conducting the analyses, several validation checks were performed (see 34 ). First, we aimed to only include participants in the analyses who had completed more than 33% of all ESM assessments (i.e., at least 14 assessments). Next, we screened participants’ responses to the open questions for unserious responses (e.g., gross comments, jokes). And finally, we inspected time series plots for patterns in answering tendencies. Since all participants completed more than 33% of all ESM assessments, and no inappropriate responses or low-quality data patterns were detected, all participants were included in the analyses.

Following our preregistered analysis plan, we tested the proposed associations in a series of multilevel models. Before doing so, we tested the homoscedasticity and linearity assumptions for multilevel analyses 37 . Inspection of standardized residual plots indicated that the data met these assumptions (plots are available on OSF at  https://osf.io/nhks2 ). We specified separate models for overall social media use, use of Instagram, and use of WhatsApp. To investigate to what extent adolescents’ well-being would vary depending on whether they had actively or passively used social media/Instagram/WhatsApp or not during the past hour (categorical associations), we tested models including the dummy variables as predictors (active use versus no active use, and passive use versus no passive use; models 1, 3, and 5). To investigate whether, at moments when adolescents had used social media/Instagram/WhatsApp during the past hour, their well-being would vary depending on the duration of social media/Instagram/WhatsApp use (dose–response associations), we tested models including the duration variables as predictors (duration of active use and duration of passive use; models 2, 4, and 6). In order to avoid negative skew in the duration variables, we only included assessments during which adolescents had used social media in the past hour (overall, Instagram, or WhatsApp, respectively), either actively or passively. All models included well-being as outcome variable. Since multilevel analyses allow to include all available data for each individual, no missing data were imputed and no data points were excluded.

We used a model building approach that involved three steps. In the first step, we estimated an intercept-only model to assess the relative amount of between- and within-person variance in affective well-being. We estimated a three-level model in which repeated momentary assessments (level 1) were nested within adolescents (level 2), who, in turn, were nested within classrooms (level 3). However, because the between-classroom variance in affective well-being was small (i.e., 0.4% of the variance was explained by differences between classes), we proceeded with estimating two-level (instead of three-level) models, with repeated momentary assessments (level 1) nested within adolescents (level 2).

In the second step, we assessed the within-person associations of well-being with (a) overall active and passive social media use (i.e., the total of the three platforms), (b) active and passive use of Instagram, and (c) active and passive use of WhatsApp, by adding fixed effects to the model (Models 1A-6A). To facilitate the interpretation of the associations and control for the effects of time, a covariate was added that controlled for the n th assessment of the study week (instead of the n th assessment of the day, as preregistered). This so-called detrending is helpful to interpret within-person associations as correlated fluctuations beyond other changes in social media use and well-being 38 . In order to obtain within-person estimates, we person-mean centered all predictors 38 . Significance of the fixed effects was determined using the Wald test.

In the third and final step, we assessed heterogeneity in the within-person associations by adding random slopes to the models (Models 1B-6B). Significance of the random slopes was determined by comparing the fit of the fixed effects model with the fit of the random effects model, by performing the Satorra-Bentler scaled chi-square test 39 and by comparing the Bayesian information criterion (BIC 40 ) and Akaike information criterion (AIC 41 ) of the models. When the random effects model had a significantly better fit than the fixed effects model (i.e., pointing at significant heterogeneity), variance components were inspected to investigate whether heterogeneity existed in the association of either active or passive use. Next, when evidence was found for significant heterogeneity, we computed person-specific effect sizes, based on the random effect models, to investigate what percentages of adolescents experienced better well-being, worse well-being, and no changes in well-being. In line with Keijsers and colleagues 42 we only included participants who had completed at least 10 assessments. In addition, for the dose–response associations, we constructed graphical representations of the person-specific slopes, based on the person-specific effect sizes, using the xyplot function from the lattice package in R 43 .

Three improvements were made to our original preregistered plan. First, rather than estimating the models with multilevel modelling in R 43 , we ran the preregistered models in Mplus 44 . Mplus provides standardized estimates for the fixed effects models, which offers insight into the effect sizes. This allowed us to compare the relative strength of the associations of passive versus active use with well-being. Second, instead of using the maximum likelihood estimator, we used the maximum likelihood estimator with robust standard errors (MLR), which are robust to non-normality. Sensitivity tests, uploaded on OSF ( https://osf.io/nhks2 ), indicated that the results were almost identical across the two software packages and estimation approaches. Third, to improve the interpretation of the results and make the scales of the duration measures of social media use and well-being more comparable, we transformed the social media duration scores (0 to 60 min) into scales running from 0 to 6, so that an increase of 1 unit reflects 10 min of social media use. The model estimates were unaffected by this transformation.

Reporting summary

Further information on the research design is available in the Nature Research Reporting Summary linked to this article.

Data availability

The dataset generated and analysed during the current study is available in Figshare 45 . The preregistration of the design, sampling and analysis plan, and the analysis scripts used to analyse the data for this paper are available online on the Open Science Framework website ( https://osf.io/nhks2 ).

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Acknowledgements

This study was funded by the NWO Spinoza Prize and the Gravitation grant (NWO Grant 024.001.003; Consortium on Individual Development) awarded to P.M.V. by the Dutch Research Council (NWO). Additional funding was received from the VIDI grant (NWO VIDI Grant 452.17.011) awarded to L.K. by the Dutch Research Council (NWO). The authors would like to thank Savannah Boele (Tilburg University) for providing her pilot ESM results.

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I.B., J.L.P., I.I.v.D., L.K., and P.M.V. designed the study; I.B., J.L.P., and I.I.v.D. collected the data; I.B., J.L.P., and L.K. analyzed the data; and I.B., J.L.P., I.I.v.D., L.K., and P.M.V. contributed to writing and reviewing the manuscript.

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Beyens, I., Pouwels, J.L., van Driel, I.I. et al. The effect of social media on well-being differs from adolescent to adolescent. Sci Rep 10 , 10763 (2020). https://doi.org/10.1038/s41598-020-67727-7

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Adolescent Social Media Use and Well-Being: A Systematic Review and Thematic Meta-synthesis

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• Volume 6 , pages 471–492, ( 2021 )

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Qualitative research into adolescents’ experiences of social media use and well-being has the potential to offer rich, nuanced insights, but has yet to be systematically reviewed. The current systematic review identified 19 qualitative studies in which adolescents shared their views and experiences of social media and well-being. A critical appraisal showed that overall study quality was considered relatively high and represented geographically diverse voices across a broad adolescent age range. A thematic meta-synthesis revealed four themes relating to well-being: connections, identity, learning, and emotions. These findings demonstrated the numerous sources of pressures and concerns that adolescents experience, providing important contextual information. The themes appeared related to key developmental processes, namely attachment, identity, attention, and emotional regulation, that provided theoretical links between social media use and well-being. Taken together, the findings suggest that well-being and social media are related by a multifaceted interplay of factors. Suggestions are made that may enhance future research and inform developmentally appropriate social media guidance.

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Acknowlegement

We extend our gratitude to the authors of the original studies for bringing forth the perspectives of young people.

Preregistration

The review protocol including review question, search strategy, inclusion criteria data extraction, quality assessment, data synthesis was preregistered and is accessible at: https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=156922 .

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MS conceived of the study, participated in its design, coordination, interpretation of the data and drafted the manuscript; LH participated in the design and interpretation of the data; FWJ participated in the design and interpretation of the data. All authors read, helped to draft, and approved the final manuscript.

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Shankleman, M., Hammond, L. & Jones, F.W. Adolescent Social Media Use and Well-Being: A Systematic Review and Thematic Meta-synthesis. Adolescent Res Rev 6 , 471–492 (2021). https://doi.org/10.1007/s40894-021-00154-5

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Received : 14 December 2020

Accepted : 03 April 2021

Published : 17 April 2021

Issue Date : December 2021

DOI : https://doi.org/10.1007/s40894-021-00154-5

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MRA Guide to the Top 16 Social Media Research Questions

MRA and IMRO published this  simple guide to Social Media Research  (SMR) in 2010 in order to help researchers identify and find answers to the most important questions to SMR techniques.

Introduction Social networks engulf everyday life. They represent a place to share news, ideas, and information of all kinds. The connections made among people in these networks, and the resulting information shared, can have a profound effect on the thoughts, attitudes, and beliefs of individuals. Moreover, even the flow of information itself can be a powerful predictor of key business and program outcomes.

Recognizing the power of social networks, opinion researchers have increasingly begun to take advantage of social media to answer critical business questions. In doing so, the research profession has invented new tools and methods to supplement an already impressive array of techniques. The Marketing Research Association (MRA) has developed this guide in order to describe the current landscape of social media research as well as to facilitate and advance further development of the technique. Ultimately, it is the goal of the Association and its members to foster universally accepted and practiced standards and best practices for these and other research methods.

What is Social Media?

There are many definitions of social media but, at its core, social media uses Internet-based technologies that facilitate the creation and exchange of user-generated content. Social media refers to Web sites that permit people to interact with the site and with each other using simple interfaces. At the time of publication, Facebook, qq.com, Twitter and YouTube are among the most popular social media sites.

Social media refers to the information that people share on those sites, including status updates, image and video comments, responses to blogs and forums, and any other individual contributions to the online space. This information reflects naturally occurring conversations among people who may or may not personally know each other.

What is Social Media Research?

Though evolving rapidly, social media research (SMR) is the application of marketing and opinion research methods to social media data for the purposes of conducting research (e.g., usage and attitude studies, social media research tracking studies, custom research, etc.). Similar to other types of marketing research usage and attitude studies, tracking studies, research goals and objectives are developed, methodologies are prepared, and social media data are analyzed quantitatively and/or qualitatively depending on the goals of the project.

SMR is distinct from other forms of marketing research in that it uses social media as its data source as opposed to surveys, focus groups and other data collection modes and techniques. SMR can be a complementary or stand-alone analytical tool for researchers, providing them with a unique opportunity to listen and measure the opinions of potentionally vast numbers of people who communicate online, some of whom may not normally or easily be accessible through non-observational forms of research.

About the Authors MRA is grateful to the following for their contributions to this Guide to the Top 16 Social Media Research Questions: Jim Longo, PRC, Itracks, Committee Chair; Janet Savoie, PRC, Online Survey Solution; Annie Pettit, Conversition Strategies; Ray Poynter, The Future Place; Ellie Schwartz; Ed Sugar, PRC, OLC Global; Tamara Barber, Forrester Research; Tamara Kenworthy, PRC, On Point Strategies; Steven Runfeldt, Schwartz Consulting; Benjamin Smithee, Spych Market Analytics; Aaron Hill, PRC, Sawtooth Software; Susan Saurage-Altenloh, PRC; Steffen Hück, HVYE; and Patrick Glaser, MRA.

THE ROLE OF SOCIAL MEDIA RESEARCH

#1. what are the advantages and disadvantages of smr.

From a capacity standpoint, SMR provides the ability to collect and analyze information from the past as well as in real-time, as it is generated. Moreover, the richness of data available on social media networks is conducive to both qualitative designs (e.g., digital ethnographies) as well as quantitative designs, including numerical aggregation of large quantities of data.

In terms of methodological considerations, SMR utilizes an observational form of data collection. Information is collected from Web sites as posted by individuals who may not be specifically aware of the research role. As such, social media communications are thought to be free of, or less subject to, response biases that occurs in interviewer-administered, and even self-administered, forms of opinion surveys and focus groups. However, social media is inherently a public form of communication, with varying degrees of privacy which may affect some social media users’ willingness to reveal information, particularly sensitive or potentially embarrassing personal details.

From an ethical standpoint, SMR has the additional advantage of eliminating the burden that would otherwise be placed on a research participant. Social media users do not participate in “active” data collection (e.g., survey, focus group). They generate data simply by engaging in their natural online communications. However, SMR presents unique ethical considerations of which researchers must be aware (see “Ethical and Legal Issues”).

SMR offers researchers a host of benefits, a few of which include:

• Ease of adjusting research criteria throughout the study
• Potential cost savings and reduced logistical burden
• Ease of application across locations
• Access to hard-to-reach research participants
• Benchmarking (e.g., reported vs. observed opinions)

Likewise, researchers should be aware of various challenges associated with SMR. For example, researchers who are new to SMR methods will need to familiarize themselves with both the characteristics of social media users as well as specific SM sites in order to properly draw conclusions about research findings. Additional considerations include the need to learn and become proficient with:

• SM tools and techniques including sentiment and content analysis
• Indicators of SMR validity and reliability at each stage of the process
• Relevant types of biases, particularly those arising from unique SMR tools
• The types of brands and categories that are more likely to be successful carrying out SMR, e.g., due to volume of data or consumer importance

#2. What data sources are typically used in SMR?

Millions of Web sites (small and large) currently facilitate the practice of social media research. However, online sites, which currently facilitate social media communications come and go, and change very rapidly. Researchers involved in SMR need to stay abreast of changes in social media communication patterns and trends, including the rise of mobile access, and popular SM vehicles. Current examples of SM Web sites that generate data suitable for SMR include:

• Social Networking Sites:Social News: e.g., Digg, Reddit, Mashable, Technorati  Facebook: Search, Community Pages, Fan Pages, Groups, Chat, Facebook-based  Apps

        Twitter: Location-based Application, Real-time Search, Advanced Search                             (search.twitter.com)

        LinkedIn: Search, Groups, Q&A

• Photo/Video Sharing: e.g., YouTube, Flickr
• Online Communities: Industry, Topic-related, Branded or Unbranded
• Blogs: e.g., Blogger, Posterous, Wordpress
• Forums: Industry or Topic-related
• Questions and Answers: e.g., Yahoo Answers, Linkedin Answers, Yedda
• Commenting: e.g., Disqus, Backtype
• Traditional News: e.g., CNN, BusinessWeek

#3. How does SMR interact with other forms of traditional and non-traditional research, including online, offline, in-person, and qualitative and quantitative?

SMR can effectively stand on its own, but may also be integrated with traditional research methods to create a holistic research solution. In fact, SMR may sometimes springboard or support other forms of traditional research. Examples of SMR integration with other research methods include:

• Observing the flow of conversation in real time, thus prompting the most effective methodology for further research
• Accessing user supplied media such as photos and video
• Measuring trending topics for further “traditional” research
• Assisting in the preparation of discussion guides or surveys
• Identifying key influencers in an industry or on a topic
• Reaching a segment of the population that may not otherwise be reachable
• Comparing community-based insights to natural observational social media insights
• Establishing trust between researcher and participant, potentially for further recruitment into another form of research
• Exploring, and discovering “unknowns” via observations

#4. How reliable are SMR results?

Validity refers to the degree to which results reflect truth or reality while reliability reflects the degree to which results can be replicated if someone else were to conduct a similar study. Because research suppliers have different methods, standards of quality, and processing rules, research consumers must conduct their own validity and reliability analysis of any potential supplier to ensure the quality of work is sufficient. As with all types of marketing research, the validity and reliability of social media research varies greatly:

What is the validity and reliability of the sentiment and/or content analysis processes? If manual coders are used, reliability might be lower. If automated coders are used, validity might be lower.

• Given that sentiment differs by Web site (e.g., Twitter is more negative while blogs are more positive), what is the range of social media venues that are measured and what percentage of the Internet population do they represent? Do any of the sites overwhelm the data collection strategy in a proportion that does not reflect the Internet space? Does the vendor know how and why to sample and weight data?
• To what extent is the intended target group reflected by the social media venues being used?
• Is the intention to measure and generalize to the general Internet population or to a particular segment of the Internet?
• How is geographic and demographic information being measured in order to assess the validity of generalizing outside of the sample?
• What timeframe is appropriate for the research objectives? Though small samples may be acceptable for long-term research, shorter time frames must use larger sample sizes.

#5. Within businesses and organizations, how will SMR activities be tracked and aggregated, and whose responsibility is it to handle each of those functions?

Social media research may be executed in multiple ways. For example, numerous departments within a single company may be involved in SMR, including internal research departments, and cross-functional teams from marketing, customer relationship management, public relations, public affairs, and other departments. SMR may also be outsourced to vendors who may or may not specialize in research. Regardless, the skill set of the user must be appropriate for the function.

#6. What additional knowledge, skills, and abilities will a corporate researcher need to learn in order to improve their level of competency with SMR?

SMR may involve several different methods and analytical approaches. As such, corporate researchers may find it most advantageous to learn a wide breadth of relevant techniques while continually honing their skills and knowledge in the areas that are most relevant to their organization. Commonly used techniques include both sentiment analysis and content analysis. Additionally, researchers will need to learn about, and become comfortable with, important explanatory variables beyond traditional “respondent” demographics, such as how different types of Web sites (e.g., blogs, forums, media, etc.) generate and facilitate different types of data (e.g., whether data is more positive versus negative, descriptive versus condensed, etc.).

#7. Are the participants aware that their usergenerated content is under observation?

Research contributors have demonstrated the occasional tendency to provide sub-optimal information when they are aware that others are studying or observing them. Oftentimes, this is attributable to concerns over the privacy of sensitive information or feelings of being compelled to give a socially-desirable response to a question. In SMR, though it commonly is understood that conversations are generally public and open to viewing by almost anyone, the individual under observation may or may not be aware of the presence of a researcher.

At the same time, participation in the social media space offers varying degrees of privacy. Users may participate for personal and/or professional reasons and they may or not seek relationships with other users. Researchers should be aware of the potential and likelihood for “social observational bias” and the effect it will have on the type, candor and direction of the user’s comments.

Ethical and Legal Issues

#8. how are sources cited in research reports and on research web portals are the citations different based on the source, e.g., twitter, blogger, forums.

As in traditional forms of research, it is important to protect the privacy of contributors. As such, without prior express consent, data transmitted from vendor to client should not include direct references or citations to individuals that would reveal their identity.

However, sources may be recorded for validation purposes as well as for potential data quality checks. Any data or reporting intended for transfer to an outside entity should be purged of personally identifiable information (PII) prior to changing-hands. This includes IP addresses, usernames, user id numbers, user photos, e-mail addresses, and other types of commonly available online data.

Where detailed information must be shared for the purposes of data quality or validation, the data should include source citations using the current link of the information (e.g., http:// twitter.com/xxxx/xxxx/). Notably, links should be expected to expire or become “broken” overtime. Researchers should plan to record any pertinent administrative or relevant source data (e.g., date/time, source identifier, query details, etc.) to be used in validation at the time of data collection.

#9. What are the controversies and legal issues regarding the rights of the people whose data is being used?

Social media is a relatively new form of communication and individuals from every stakeholder group, including the public, researchers and governments, are participating in an on-going conversation about the nature of its privacy and ethics. For this reason, it’s critical for researchers to understand that they have a responsibility to respect social media user’s privacy and that the definition and expectations for social media user’s privacy can and will change over time. Some brief areas of consideration are described below.

Privacy: Individuals and their social media privacy expectations should be respected. If an individual has posted information on a public Web site under a public “privacy” setting, they may be considered to have a very low or no expectation of privacy for the information they reveal. Even so, researchers who collect and analyze this information should take care to protect it from becoming identifiable to an individual.

Conversations should not be copied verbatim into reports as those direct quotes can be searched and identities discovered. A small number of relevant conversations can be summarized, without losing their flavor, in reports. Moreover, full quotations can be used with permission.

Interacting with individuals: Clients must never use information collected during or for social media research for the purpose of direct marketing or otherwise influencing the opinions and behaviors of the data subject. Marketing may only occur in places like branded and client communities where contributors would naturally expect those types of conversations to take place.

Combining data from multiple sources where privacy policies differ: In general, the policy provisions that tend to favor the rights and needs of the contributors should be given weight. Best practices call for researchers to respect the coded crawling terms of every Web site they visit. Where Web sites are coded to indicate that crawling is not permitted, those Web sites should not be crawled even if it is technically possible. Researchers must not join Web sites under the pretense of being a member so that they then have access to crawl a Web site that prohibits such crawling otherwise – this condition holds for both automated and manual crawling. Where researchers do join groups, they must immediately make it explicit that they are there for the purposes of marketing research. Notably, issues concerning access to data sources are paramount to the conduct of social media research and can be expected to be a major focus of the opinion research industry moving forward, both in terms of how to ethically gain access to the widest net of sources as well as appropriate ways to handle and adjust for cases where this is not possible.

SM Research Processes & Providers

#10. what is the level of expertise and industry qualifications of social media researchers and/or smr companies.

Anyone selecting a social media research vendor must be aware that the technique is relatively new. They must be careful to select a research partner with the appropriate level of expertise and skill in the practice of SMR. Some relevant questions to ask include:

• Is the company primarily an IT or social media company that expanded into research, or a research company that expanded into social media? While IT and social media companies may have expertise in social media, crawling and data collection techniques, research companies have expertise in data analysis techniques.
• Does the company focus on research exclusively or do they maintain other functions as well? For example, companies that conduct SMR may specialize in buzz monitoring, customer relationship management, public relations, research, or some other social media function.
• Does the company specialize in qualitative methods, quantitative methods, or a combination of both?
• Is the provider aware of traditional research practices such as sampling and weighting and, if so, how and when do they apply those practices?
• For the practice of ethics and standards of quality, does the provider classify themselves as a researcher or as some other profession?

#11. What are the standard data and/or research outputs?

Since SMR is relatively new, industry standards for outputs have not yet been developed. It is important to understand the vendor’s policies and capacities for standard and custom reporting. Relevant questions include:

• Does the company offer a full-service model of data collection, analysis and presentation or do they offer a self-service tool such as a portal?
• In cases where the vendor offers full-service reporting and presentation, what substantive outputs may be expected? What technical explanation and reporting may be expected (e.g., a technical appendix)?
• Are the SMR analyses incorporated with traditional types of marketing research and does the company have expertise doing so?
• Does the provider offer standardized or customized tools?
• How often are outputs updated and/or delivered?

#12. What is the process for gathering data?

Like other forms of opinion research, a wide variety of approaches exist for the implementation of SMR. It is important to understand the company policies undertaken. Relevant questions include:

• Does the company gather its own data or is a data collection vendor used?
• How many Web sites are crawled and how are those Web sites selected?
• Does the company seek out permission-based relationships with the sites they crawl?
• Does the company honor the electronic privacy notifications of individual Web sites?

#13. What data quality processes are implemented in each stage of the SMR?

What quality and validation protocols have been adopted and implemented to safeguard the quality of the research at each stage of the process? Are there validation processes in place for initial data collection, scoring and coding, etc.? Does the organization collect and retain information at the initial stages for validation purposes while removing/anonymizing data for reporting purposes?

#14. Does the company provide sentiment scoring?

Sentiment scoring is a process of assigning a positive or negative emotion to a conversation. Some vendors may provide strictly positive or negative emotions, while others may assign a continuum ranging from positive to neutral, to negative. If the vendor provides sentiment scoring, is the process an internal proprietary method, a third party purchased product, or some combination of the two? How is the sentiment scored (e.g., dictionary, bayesian, manually)?

#15. If sentiment scoring is provided, what is the process for validating results?

Simple and commonly-used systems of sentiment validation may prove to be inadequate. More rigorous approaches should be used, specifically blinded methods. For example:

For automated systems, researchers should receive a list of uncoded conversations and then code them manually. The manual codes should then be matched back and compared to the automated codes to derive a percentage match (i.e., validation coefficient).

For manual systems, two unique raters should independently code conversations. A validation coefficient may be derived from a comparison of the two outputs.

The above processes are two relatively simple examples of validation systems. More complicated calculations are available, but their use should be weighed according to the capacity of stakeholders to understand the meaning and method of the technique.

Language constantly changes and evolves due to new and lapsed slang, terminology, and speech patterns. As such, simple systems of sentiment validation may prove to be inadequate. When conducting SMR, rigorous and constantly monitored approaches to sentiment analysis are most appropriate.

#16. What, if any, methods are used for determining the geography associated with the data?

Demographic and geographic information can often be an important and meaningful element for research and validation purposes. When considering SMR, what geographic information is available and how precise is the information (e.g., city or town, region, country, unknown)? What types of demographic data are available (e.g., age, gender, income, education)?

Researchers must take care to specify the methodology and sample size associated with the information. Inferred methods (based on Web site sources or language) may be associated with large sample sizes but have low validity. On the other hand, precise information is currently only available for an extremely tiny percentage of conversations and therefore often has insufficient generalizability.

The “Top 16 Questions” presented in this guide represent the core matters of importance to the research field with respect to social media research. They include issues of reliability, execution, interaction with other kinds of research, ethics and legal compliance, data quality, process, and outputs.

Importantly, the 16 questions in this document do not stand as the only ones the opinion research profession needs to address, nor do they take the place of standards of practice. Instead, they provide a starting point for experts and professionals to debate and discuss development toward this goal. As in any profession, a reasonable consensus should be reached in order to validly define and represent an industry standard of best practice. It is the goal of the Marketing Research Association that this document be widely distributed and contribute as such.

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74 Best Social Media Research Paper Topics

Whether in college or high school, you will come across research writing as a student. In most cases, the topic of research is assigned by your teacher/professor. Other times, students have to come up with their topic. Research writing in school is inescapable. It’s a task you are bound to undertake to fulfill your academic requirements. If you are in college, there are several topics for research depending on your discipline. For high school students, the topic is usually given. In this article, we focus on social media and topics about social media.

A social media paper is a research paper about social media that studies social media generally or an aspect of it. To write research papers on social media, you’ll need to conduct thorough research for materials and scholarly materials that’ll assist you. For social media, most of the scholarly works will be media-focused.

Sometimes, Professors or teachers ask students to write an essay or research a topic without narrowing it down. In that case, students will have to develop specific research topics. If you’re writing a paper on social media, we’ve provided you with helpful topics to consider for research.

How to Start a Social Media Research Paper

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Before giving a research writing, Professors and teachers believe students already know how to write one. Not every student knows how to write a research paper in most cases.

Research writing follows a systematic pattern, which applies to research on social media. Below is the pattern of a research paper to use;

• Paper title
• Introduction
• Statement of problem
• Research methodology
• Research objective
• Critical analysis
• Results and discussion

Every research follows this basic pattern, and it also applies to your research paper on social media.

Social media has become a powerful tool for engagement of various kinds. Before now, social media was merely apps used for interpersonal affairs. Today, with the modification of digital technology, social media encompasses a lot more. Below are some social media topics to write about.

• The impact of social media in promoting interpersonal relationships
• A study on how social media is a vital tool for social change
• Social media censorship: A new form of restriction on freedom of speech
• The constantly growing oversharing nature of social media
• Social media is a vital tool for political campaign
• The proliferation of social media platforms into a buying space
• The juxtaposition of personal engagement and business on social media platforms

There is a wide range of topics to coin from social media for college students because social media is a platform with diverse issues that can form into topics. Here are some research topics about social media to consider.

• Breach of Privacy: A study on the ability of the government to monitor personal affairs on social media
• A study of the toxicity brewing within social media
• The increased cyberbullying perpetrated on social media platforms
• The evolution of Twitter into a space for diverse conversations
• A study of the emergence and growth of social media over the years
• Effects of social media: How social media is breeding laziness amongst children
• Social media as a distraction tool for students

If you are searching for interesting topics, there are many interesting research topics on social media. Examples of research paper topics that sound fun to choose from include;

• A study on how the emergence of social media and social media advertising has infiltrated its primary purpose
• An evaluation of how social media has created employment opportunities for people
• Social media influence and its negative impact on society
• Advertising on social media: Will influencer businesses take over advertising agencies?
• A study on ways to improve advertisement for social media engagement
• A look into how social media creates a distorted view of real life
• Social media and real-life: Does social media obscure reality?

Research questions are helpful when carrying out research in a particular field. To know more about your thesis on social media, you will need to create research questions on social media to help inform your writing. Some social media research questions to ask are;

• Are social media platforms designed to be addictive?
• What is a social media Algorithm, and how to navigate it?
• To what extent are personal data stored on social app databases protected?
• Can social media owners avoid government monitoring?
• Should parents allow their children to navigate social media before they are 15?
• Have social media jobs come to stay, or are they temporary?
• Is social media influencer culture overtaking celebrity culture?
• To what extent can social media help to curb racism and homophobia?
• Does social media exacerbate or curb discriminatory practices?
• Is social media an effective tool for learning?

Everyone has access to social media apps until they’ve reached a certain age. There are several social media essay topics for high school students to write about. Some social media titles for essays include;

• How social media affects the academic performance of students
• Why the use of social media is prohibited during school hours
• Why students are obsessed with Tiktok
• Running a profitable social media business while in high school and the challenges
• The dangers of overusing editing apps
• A critical essay on how editing apps and filters promote an unrealistic idea of beauty
• The death of TV: how social media has stolen student’s interest

The challenge students have with their topic ideas for research papers is that they’re broad. A good social media thesis topic should be narrowed down. Narrowing a topic down helps you during research to focus on an issue.

Some narrow social media topics for the research paper include;

• A study of how social media is overtaking Television in entertainment
• A study of how social media has overtaken traditional journalism
• An evaluation of the rise of influencer culture on Instagram
• YouTube and how it has created sustainable income for black content creators
• A comparative study of social media managers and content creators
• A study of the decline of Instagram since the emergence of Tiktok
• How Twitter breeds transphobic conversations

There are several areas of social media to focus your research on. If you are looking for some social media marketing topics, below are some social media research paper topics to consider;

• Influencer culture and a modified model of mouth-to-mouth marketing
• The growth of video marketing on Instagram
• Social media managers as an essential part of online marketing
• A study on how social media stories are optimized for marketing
• An analysis of social media marketing and its impact on customer behavior
• An evaluation of target marketing on social media

There are so many topics to choose from in this aspect. Some social issues research paper topics to explore are;

• The growth of cyberattacks and cyberstalking in social media
• Social media and how it promotes an unrealistic idea of life
• Social media and the many impacts it has on users and businesses
• Social media detox: Importance of taking scheduled social media breaks
• How social media enable conversation on social challenges

Writing a research paper on social issues touches on various areas. Some are challenging, while others are easier to navigate.

Below are some of the easy social issues topics to choose from.

• The growing issue of women’s and trans people’s rights
• Religious bigotry and how it affects social progress
• Sustainable living and why it’s important to the society
• The social impact of climate change and global warming

Social science is a broad discipline. If you are looking for social science essay topics, below are some social science topics for research papers to look into;

• Consumerism and how it’s perpetrated on social media
• How religious beliefs impact social relationships
• Inflation and how it affects the economy of a nation
• A study of the limited availability of work opportunities for minority groups
• A look into the concept of “low wage” jobs

Research writing is not always technical or challenging. Sometimes, it can be fun to write. It all depends on your choice of topic. Below are some topics on social media that are fun to work on;

• The importance of social media branding for small businesses
• A look into the monetization of Instagram
• User engagement and how it can be converted into business leads
• The study of emojis and their role in social media engagement
• From Instagram to Tiktok: the poaching nature of social media apps

Research writing on social media networking studies social networking and its design and promotion on social media platforms. Some research papers on social media networking are;

• The impact of social media networking on business owners
• Social media networking and how it impacts influencer culture
• Social media and how it’s used to build and develop social relationships
• How social media made social networking services easier

Social media research writing is one of the most interesting research to conduct. It cuts across several interesting areas. The writer can handle almost every aspect of the dissertation or thesis statement about social media . But, students who find it challenging should seek professional help. You can reach out to  our expert team of writers to help you handle every element of your writing. We have the best on our team who are always ready to give you their best.

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Argumentative Social Media

This essay about creating an effective hook for an argumentative essay explores various strategies to engage readers from the outset. It emphasizes the importance of the hook in making a strong first impression and sustaining the reader’s interest throughout the essay. The essay describes several techniques for crafting a compelling hook, including the use of personal anecdotes, startling statistics, rhetorical questions, and poignant quotes from well-known figures. Each method is designed to draw readers into the conversation, making them eager to explore the argument further. The essay underscores the significance of understanding both the topic and the audience to tailor the hook accordingly, ensuring it is both relevant and thought-provoking.

How it works

Starting off an argumentative essay with the right hook is a bit like landing the first punch in a friendly boxing match: it needs to be strong, surprising, and strategic, making sure to grab your reader’s attention and keep them engaged. Think of your hook as the first taste of a meal—it should be delicious enough to intrigue the diner and make them crave more. Let’s break down how to concoct a hook that does just that.

Let’s say you’re writing about the impact of climate change on local communities.

You might kick off with something personal and vivid: “Last year, the rising sea levels turned the streets of my childhood beach town into a wistful underwater museum.” This isn’t just another climate statistic—it’s a snapshot of life altered by environmental change, inviting the reader to view a global issue through a deeply personal lens.

If personal anecdotes aren’t quite right for your topic, striking statistics can do wonders. They throw hard facts into the mix right from the get-go, setting a foundation that’s hard to ignore. For instance, if you’re discussing digital privacy, you might start with, “Imagine waking up to find out that 70% of the apps on your phone could be peeking into your personal life without your clear consent.” It’s a statistic, but it’s also a call to arms, nudging the reader to think about their personal stakes in a broader debate.

Rhetorical questions can also be a dynamite choice. They pull readers into a state of reflection, urging them to ponder the essay’s subject matter before you’ve even presented your argument. An essay on the ethics of animal testing might begin with, “What if the price of your favorite lipstick was not just a few dollars, but a few animal lives as well?” It’s provocative, pushing readers to consider the moral dimensions of everyday choices.

And let’s not underestimate the power of a good quote. A well-chosen line from a notable figure can lend credibility and set the stage for your argument. Opening your discussion on civil liberties with a quote like Benjamin Franklin’s, “Those who would give up essential Liberty, to purchase a little temporary Safety, deserve neither Liberty nor Safety,” frames your argument within a historical context, challenging readers to consider their own values in light of past wisdom.

Ultimately, the secret sauce to crafting an irresistible hook is knowing your topic and your audience well. It’s about sparking curiosity and framing your argument in a way that’s impossible to ignore. Whether you use an anecdote, a startling fact, a rhetorical question, or a poignant quote, your opening should make the reader not just want but need to read on. After all, the best conversations start with a great opening line, and your essay deserves nothing less.

Cite this page

Argumentative social media. (2024, May 01). Retrieved from https://papersowl.com/examples/argumentative-social-media/

"Argumentative social media." PapersOwl.com , 1 May 2024, https://papersowl.com/examples/argumentative-social-media/

PapersOwl.com. (2024). Argumentative social media . [Online]. Available at: https://papersowl.com/examples/argumentative-social-media/ [Accessed: 12 May. 2024]

"Argumentative social media." PapersOwl.com, May 01, 2024. Accessed May 12, 2024. https://papersowl.com/examples/argumentative-social-media/

"Argumentative social media," PapersOwl.com , 01-May-2024. [Online]. Available: https://papersowl.com/examples/argumentative-social-media/. [Accessed: 12-May-2024]

PapersOwl.com. (2024). Argumentative social media . [Online]. Available at: https://papersowl.com/examples/argumentative-social-media/ [Accessed: 12-May-2024]

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