The Impact of Social Media Use on Adolescents

Xiaoyue Zhang

Shanghai international High School of Britain, Australia & New Zealand, Shanghai, China

Keywords: Teenager, Social Media, Psychology.

Abstract: Using an online survey with 61 valid answers, this study examines the effects of social media on teenagers

between the ages of 12 and 19. The findings show that teenagers, particularly those between the ages of 15

and 17, spend a lot of time on social media, primarily for social contact and enjoyment. Males and high school

students use social media more frequently than females, with over half of respondents using it for more than

four hours every day. According to the study, social media improves friendships but also increases anxiety,

depression, and sleep problems, especially among those aged 15 to 17. Notably, as awareness of its negative

impacts on mental health grows, some teenagers are starting to consider and cut back on its use.

1 INTRODUCTION

Regarding the topic of the impact of social media use

on teenagers, in recent years, Chinese teenagers have

widely used different social media, and these

platforms not only provide a lot of fun for teenagers,

but also provide some negative content. Social media

is like a double-edged sword, it provides

opportunities for teens to socialize, entertain, and

learn, but it also brings some risks, such as exposing

private information, internet addiction. Exploring this

topic can help guide young people to use social media

properly and help them grow up healthy. After

reading and collating, most of the academic views of

these articles revolve around the mental health of

adolescents, and many of them describe the high

incidence of psychological problems among

adolescents, such as depression, anxiety and other

mental illnesses. It also describes some of the

negative effects of social media use on the causes of

mental illness among adolescents, and analyzes the

different behaviors of adolescents online and offline.

2 LITERATURE REVIEW

Regarding the impact of social media on adolescents,

some researchers have concluded that social media

can convey different levels of anxiety to people. Wu's

(2024) study mainly used questionnaire survey and

experimental design methods. Study 1 used the

convenience sampling method, selected students

from a middle school in Jiangxi Province as the

research object, and conducted a collective

questionnaire survey through the class as a unit.

Questionnaires are distributed and instructed by

trained trainee psychologists. Study 2 mainly collects

data through questionnaires and uses statistical

methods for data analysis. In the second study,

students with the previous standard deviation of the

social anxiety score in study 1 were selected as

subjects and randomly assigned to the experimental

group and the control group with 15 people each for

a six-week group counseling intervention after gender

matching. Study 1 consisted of 120 questionnaires,

and 99 valid questionnaires were obtained, with an

effective rate of 82%. The basic information of the

participants included gender and grade distribution.

The gender distribution is 48 per cent and 52 per cent

for males and females respectively, while the

proportion of students in the upper grades is gradually

increasing.

Study 1 focused on the relationship between

social media use and social anxiety, while study 2

focused on the impact of group counseling on social

anxiety through community at school. Study 1 had a

predominantly cross-sectional design, while Study 2

had an experimental design and used a six-week

group counselling as an intervention.

The limitations of the study are that there may be

accuracy issues in the measurement of social media

usage in Study 1, and more effective measurement

tools need to be developed in the future.

Zhang, X.

The Impact of Social Media Use on Adolescents.

DOI: 10.5220/0013996000004916

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd International Conference on Public Relations and Media Communication (PRMC 2025), pages 565-574

ISBN: 978-989-758-778-8

565

In the second study, the researchers included the

community-level factor of school community in the

analysis, but there may be other factors that were not

considered, such as individual-level differences,

content and motivation of social media use, etc.

This means that when students are more proactive

in the way they use social media, their social anxiety

levels are reduced due to a greater sense of

community at school.

The researchers used a group tutoring program to

improve the sense of community at school among

middle school students, thereby reducing social

anxiety. The results of the study showed that the

group tutoring program effectively increased

students' sense of community at school and reduced

their social anxiety.

Overall, by improving the sense of community in

the school, it can effectively reduce the social anxiety

level of students. This sheds light on educational

practice that students who may experience higher

levels of social anxiety through group activities and

community building can be supported through group

activities.

Xu and Yang (2024) mainly used questionnaires

and statistical analysis to conduct research. This

paper explores the impact of contemporary family

parenting practices on adolescent prosocial behavior

through empirical analysis. Firstly, the data were

collected through a questionnaire survey, which

mainly included students aged 6 to 18 and their

parents, including their children's and parents' online

behavior, online education, Internet literacy,

academic performance, social psychological

characteristics, social relationships and family

education. Then, the researchers used SPSS and other

software to conduct statistical analysis, including

descriptive statistics, regression analysis and

Bootstrap mediating effect test, to reveal the

relationship between family upbringing, parental

media intervention, children's social media use and

adolescent prosocial behavior.

In terms of sample situation, the study finally

obtained the sample data of 5213 adolescents and

parents pairing, which is large and representative. The

selection of these samples mainly excluded those with

missing information on the core variables, and those

whose children did not use the relevant platform.

In terms of study design, the researchers mainly

focused on the relationship between family

upbringing and adolescent prosocial behavior, and

studied parental media intervention and children's

social media use as mediating variables. The study

also considered the influence of variables such as

family social ecnomic status and the mediated

behavior of parents and children, in order to better

understand the influence mechanism of family

upbringing on adolescent prosocial behavior in the

digital age.

Due to the limitations of the study, this paper

mainly examines the parallel mediating role of

parents' media intervention and children's social

media use, but fails to examine the interrelationship

between these two types of factors and their possible

moderating effects on children's prosocial behavior.

The results showed that parenting style was

positively correlated with adolescent prosocial

behavior, that is, the stricter parenting style of parents,

the higher the level of prosocial behavior of

adolescents. The study also found that parental media

intervention and children's social media use were

mediated variables, which mediated the relationship

between family upbringing and adolescent prosocial

behavior. Specifically, parents' media intervention

behavior positively affected adolescents' prosocial

behavior, while children's social media use behavior

weakened the positive influence of family upbringing

on adolescents' prosocial behavior to a certain extent.

Finally, the study puts forward some countermeasures,

such as the government should improve the policy

support system for adolescents' participation in public

affairs, so as to promote the development of

adolescents' prosocial behavior.

The research methods used in Cao’s (2024) article

include overall random sampling and whole-class

group testing, and distribution questionnaires. The

sample size was 961 adolescents from Gansu

Province, covering both boys and girls, with an age

range of 11 to 18 years. The study design was a mixed

experimental design, including two groups

(experimental group, control group) and two test

phases (pretest and post-test).

The experimental group consisted of students

with a relatively low level of positive body image.

The control group consisted of students with a high

level of positive body image.

However, the study sample only selected students

from a middle school in Gansu Province, which has

certain geographical limitations, which may affect the

generality of the study.

Studies only measured the time spent on social

media without an in-depth analysis of the content and

purpose of use, which may affect the overall

understanding of the impact of social media. Only one

follow-up survey was conducted in the study, and

data were lacking to assess the durability of the

intervention.

Yan (2016) mainly used the research method of

literature research to collect and analyze relevant

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research reports, papers, reports and other research

data on the impact of social media use behavior on

adolescent socialization, so as to understand and

analyze the research status and main views in this

field. In terms of study design, this article is mainly a

review and analysis of existing research, and is not a

rigorous experimental or research study. The research

limitations of this article mainly lie in the fact that it

is mainly based on the review and analysis of existing

studies, and there may be biases in the research

conclusions due to the limitations of existing studies.

The paper concludes that the impact of social media

use on adolescent socialization is multifaceted: there

are both positive and negative aspects. The positive

aspects are mainly reflected in the fact that social

media can strengthen adolescents' sense of identity,

change behavioral norms, enrich learning methods

and help solve psychological problems. On the

negative side , it can lead to problems such as Internet

addiction, egocentrism, decreased learning efficiency

and weakened social communication skills. The

article highlights how to harness the positive effects

of social media and remove its negative effects, such

as video creators creating high-quality and positive

content to influence teens, or parents guiding teens to

use social media wisely. These are important issues

for the healthy growth of adolescents.

Qu and Ni (2020) conducted a questionnaire

survey of 2634 adolescents to study the impact of

online social media use on adolescents' life

satisfaction and its internal psychological mechanism,

the mediating role of self-identity state. The results

show that the use of online social media has a dual

effect on adolescent psychological development,

which can not only improve life satisfaction by

strengthening the achievement self-identity state, but

also weaken the life satisfaction of adolescents by

strengthening the diffuse self-identity state.

These conclusions provide an important

perspective for understanding how online social

media can change adolescents' life satisfaction by

influencing their psychological development, and

also provide a basis for subsequent education and

psychological intervention.

With regard to research methods, most of them

were conducted in the form of questionnaires.

Questionnaires sometimes have the problem of a low

generality of results, and of course, and there is also

the disadvantage of time limit, because people's

opinions change all the time, so it is easy to lead to a

certain error in the authenticity of the data. Data

cannot be perfect, so the authors of this article believe

that continuous data collection is needed to

compensate for this shortcoming.

3 OVERVIEW OF THE STUDY

METHOD:

The authors of this paper used a questionnaire to

distribute the questionnaire through the use of

questionnaire stars, and the sample data collected is

61. The questionnaire survey can intuitively reflect

the frequency of social media use and the positive or

negative impact on the three different stages of

adolescents aged 12-14, 15-17, and 18-19 years old.

The research comes from relevant reports on the

Internet, and there are psychological studies about

adolescents as a group, similar to a series of physical

and psychological problems caused by adolescence.

4 RESULTS

4.1 Age and Gender Differences

The survey results showed that 68.85% of the

respondents were aged 15-17 years old, which was

significantly higher than that of other age groups,

indicating that participants in this age group had an

absolute advantage in the sample (see figure 1).

Nearly 49.18% of the respondents said that they

spend more than 4 hours a day on social media,

indicating that social media occupies an important

position in users' daily lives. 50% of users in the 15-

17 age group use social media for more than 4 hours

a day, showing a high level of social media

dependence in this age group. In the gender cross-

sectional statistics, 66.67% of male users use social

media for more than 4 hours a day, compared to 45%

of female users. This suggests that men are relatively

more active in their use of social media. In the cross-

grade statistics, 57.69% of the users of high school

students use social media for more than 4 hours a day,

indicating that high school students are more active

on social media, which may be related to learning

pressure and social needs.

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Alt Text for the figure: Bar chart showing the percentage distribution of individuals across three age groups: 12-14 years

old (3.28%), 15-17 years old (68.85%), and 18-19 years old (27.87%).

Figure 1. The relationship between the age of the respondents and the duration of their use of social media (Photo/Picture

credit: Original).

4.2 The Main Purpose of Using Social

Media

Of all respondents, 96.72% chose entertainment (e.g.

watching videos), showing the dominance of

entertainment content in social media use (see Figure

2). Among users aged 15-17, 95.83% chose

entertainment and 83.33% chose to connect with

friends, showing that this age group attaches great

importance to the social and entertainment functions

of social media.

Among female users, 30% choose to share their

lives and 80% choose to connect with friends,

showing that women pay more attention to social

interaction and life sharing on social media.

Alt Text for the figure: Bar chart illustrating the percentage of people using a platform for various purposes:

"amusement" at 96.72%, "contact friends" at 77.05%, "obtain information" at 36.07%, "learn knowledge or

skills" at 27.87%, "share life" at 24.59%, and "other" at 1.64%.

Figure 2. The relationship between the purpose of using social media and students' happiness (Photo/Picture credit: Original).

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4.3 Peak Periods of Social Media Usage

According to statistics, the evening is the peak time

for using social media, with the proportion reaching

78.69%. In contrast, the proportion of morning and

noon use was significantly lower, at 19.67% and

26.23%, respectively (see Figure 3).

In the 15-17 age group, 70.83% chose to use

social media in the afternoon and evening, showing

that they were highly active during these two time

periods. In contrast, the usage of other age groups is

more scattered, which is related to the different

mobile phone free time and school time of teenagers

aged 12-14, 15-17, and 18-19 years old. The data

shows that 75% of women use social media at night,

which is higher than 66.67% of men. This indicates

that women are more likely to use social media at

night.

Alt Text for the figure: Bar chart showing activity percentages at different times of the day: morning (19.67%), noon (26.23%),

afternoon (54.1%), evening (78.69%), and late at night (54.1%).

Figure 3. The time period during which students most frequently use social media (Photo/Picture credit: Original).

4.4 The Impact of Social Media on

Individual Anxiety and Depression

Levels

Of all respondents, 59.02% said they sometimes felt

anxious about social media content, indicating that

the impact of social media on mental health is more

prevalent (see Figure 4). In the 15-17 age group,

58.33% said they sometimes felt anxious about social

media content, while the 12-14 and 18-19 years old

had lower levels of anxiety, showing that teens are

particularly vulnerable to social media influences.

In a gender cross-sectional analysis, 65% of

women said they sometimes felt anxious about social

media content, compared to 44.44% of men. This

suggests that women may be more vulnerable to the

negative effects of social media. In the grade cross-

level analysis, 57.69% of high school students

reported feeling anxious at times, while the

The Impact of Social Media Use on Adolescents

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proportion of junior high school students and college

students was relatively low, indicating that high

school students are more stressed in their social media

use.

While 49.18% said they sometimes felt frustrated

by negative comments on social media, and only

14.75% said they felt frustrated often. This suggests

that while negative reviews have a noticeable effect

on some people, most seem to be able to maintain

some degree of emotional stability. In the cross-age

statistics, 20.83% of adolescents aged 15-17 said they

often felt depressed, and 37.5% said they felt

depressed sometimes, showing that this age group has

a stronger emotional response to negative comments

on social media. In contrast, 12-14 and 18-19 years

old had a weaker response.

Alt Text for the figure: Bar chart showing frequency percentages: "often" at 13.11%, "sometimes" at 59.02%, "very seldom"

at 19.67%, and "never" at 8.2%.

Figure 4. The relationship between social media content and students' mental health (Photo/Picture credit: Original).

4.5 Impact of Social Media on Sleep

In the 15-17 age group, 34.17% of respondents

regularly use social media to affect sleep, and 33.33%

sometimes use it. The above data shows that this age

group is more dependent on social media. Among

high school students, the sleep of 26.92% is

negatively affected by frequent use of social media，

and 38.46% used it sometimes. It shows that high

school students are under greater pressure to use

social media (see figure 5).

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Alt Text for the figure: Bar chart displaying frequency percentages for activities: "often" at 34.43%, "sometimes" at 36.07%,

"very seldom" at 19.67%, and "never" at 9.84%.

Figure 5. The relationship between using social media and students' sleep (Photo/Picture credit: Original).

4.6 Enhancement of Friendships

Through Social Media

80.33% of the respondents believe that social media

enhances the connection with friends, and only 4.92%

believe that social media leads to estrangement (see

Figure 6). In the 12-17 age group, 87.5% of people

believe that social media enhances connection, while

only 20% of 18-19 years old say the same, showing a

significant difference in the effectiveness of age and

social media use.

Alt Text for the figure: Bar chart showing the impact of a factor on relationships: "enhanced connectivity" at 80.33%, "no

significant impact" at 13.11%, "causing estrangement in relationships" at 4.92%, and "other" at 1.64%.

Figure 6. The relationship between using social media and students’ friendship (Photo/Picture credit: Original).

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571

4.7 Reduction of Time Spent on Social

Media by Teens

In the 15-17 age group, 50% of respondents said they

tried to reduce their time on social media, showing

that adolescents in this age group are concerned about

and reflecting on social media use. In contrast, none

of respondents in the 12-14 years group tried to

reduce social media use, suggesting that teens in

younger age groups may not yet be aware of the

impact of social media use.

4.8 Summary of the Findings

The survey sheds light on the impact of social media

on teens, especially those aged 15-17. The survey

results show that teenagers generally spend more time

on social media, with nearly half of the respondents

using social media for more than 4 hours a day, and

social media has become an important part of their

daily lives. While the majority of respondents felt

happy after using social media, anxiety and

frustration also came with it, especially among the 15-

17 age group.

It is worth noting that the positive role of social

media in enhancing friendships with friends is

recognized by most teenagers, however, the impact of

negative comments and content also makes some

teens feel uneasy and self-doubting. In addition,

surveys show that many teens are aware of the

potential negative effects of social media time and are

trying to reduce it, suggesting that they are

increasingly concerned about their mental health. For

example, young people are clearly aware that verbal

abuse and online violence are behaviors that have a

negative impact on their mental health, and teenagers

are trying to avoid cyber violence.

Overall, social media plays a dual role in teens'

lives: as both a tool for socialization and

entertainment, as well as a source of anxiety and self-

comparison. Therefore, parents and educators should

pay more attention to the experience of adolescents

on social media, and provide necessary guidance and

support to help them better cope with the challenges

brought by social media and promote healthy

psychological development.

5 DISCUSSION

Focusing on adolescents aged 15-17 years, the main

conclusion of this study is that adolescents generally

spend more time on social media, which has become

an important part of their daily lives. The impact of

social media use on secondary school students is

complex and multidimensional (Wu, 2024). From the

sample cases collected so far, the majority of people

use social media to connect with their friends. In

addition, because adolescents are more susceptible to

peer influence, peer recommendations also play an

important role in their media choices (Zeng, 2025) .

This has also affected their relationships with friends,

and the data shows that most people have

strengthened their connections, which is a more

noteworthy positive. In the same way, teenagers can

use different social media to get a lot of information,

break the information cocoon, or share life vlogs to

bring the positive side to their audience. Social media

is a network tool and platform for people to share their

opinions, experiences, and opinions in the digital age,

mainly involving different forms such as social

networking sites, microblogs, forums, etc (Xu &

Yang, 2024). Teenagers can have more contact with

the world outside of school through social media, so

that communication is no longer confined to schools

and classrooms, increasing the depth and breadth of

communication, and thus shifting one-way cultural

acceptance to multi-directional communication

(Zhang and Xie, 2023). This allows teenagers to gain

positive emotions such as a sense of identity and

happiness from social media. Social media not only

attracts like-minded friends, but also helps users

increase their knowledge, meet their cognitive needs,

emotional needs, personal integration needs, social

integration needs, and stress relief needs, and provide

teenagers with a strong sense of belonging. Taking

WeChat Moments as an example, many teenagers

like to browse a large amount of information in

Moments, and pick out what they are interested in

from the information to forward and comment, thus

attracting the attention of others, gaining self-identity

and enhancing their sense of self-confidence (Yan,

2016).

It can be seen that the conclusions about the

positive impact of social media on adolescents are

mostly consistent. In view of the negative impact of

adolescents falling into social media algorithms, it

can be improved from the level of adolescents (Tao

& Zhang, 2025).

In addition, the survey shows that most teenagers

sometimes feel anxious and depressed after using

social media, and at the same time, they are also

depressed because of negative comments, which

indicates that the negative emotions brought by social

media are prone to psychological problems among

teenagers, such as depression, anxiety and other

diseases.

With the continuous emergence of social

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platforms and the continuous spread of social

networks, the types of social media have increased

significantly, and the flood of information, excessive

netizens and frequent interaction behaviors have

greatly increased the time and energy costs of the

public to obtain information and maintain social

relationships, and "are prone to negative emotions

and avoidance behaviors" (Yang, 2024). Self-esteem

is often studied as a mediating variable, and there is a

significant relationship between an individual's self-

esteem level and many aspects of adolescent

development (Cao, 2024). Specifically, individuals

with high neurotic personality are prone to mood

fluctuations, anxiety, and irritability, which will cause

individuals to be extremely uncertain about the

external environment and sensitive to external

information, which in turn will cause individuals to

have a huge fear of missing out when using social

networks, so that they frequently consult and log on

to social networking sites, and eventually evolve into

problematic social network use behaviors

(Zhang,2024)This may be because while the network

provides opportunities for the integration and

coordination of the internal state and the external

environment, it also increases the difficulty of self-

integration (Qu & Ni, 2020)

For parents, teenagers' use of mobile phones

should be reasonably controlled, reasonable screen

time limits should be set, and their psychological state

should be guided to accompany them as they grow up.

and encourage them to socialize offline and socialize

with friends. Similarly, they should maintain open

communication with teens about their social media

usage to help identify potential risks such as

cyberbullying or privacy breaches. Parents should set

an example by demonstrating healthy online habits

and teaching teens how to balance online and offline

life to ensure that social media does not interfere with

learning, sleep and relationships.

For educators, it is up to them to help teenagers

develop proper mobile phone habits, such as giving

lectures. Educators can incorporate healthy mobile

habits into their curricula to teach teens how to use

social media safely and responsibly. Educators should

help students identify false information, encourage

critical thinking, and develop healthy online

behaviors. At the same time, educators should pay

attention to the psychological state of students, detect

anxiety or stress caused by social media in time, and

provide support.

For social media platforms, it is recommended to

strengthen content moderation to reduce the impact of

negative information, provide more mental health

support features, crack down on bad information, and

encourage high-quality creators. Provide stricter

privacy protection settings for teens, and develop

parental monitoring tools to help parents understand

their children's usage. In addition, social media

platforms can introduce a reminder function to

encourage moderate use. Platforms should also

provide educational resources to help teens learn

about cybersecurity, and set up easy reporting

channels to ensure they can get help quickly.

In the course of the study, there may be the

following shortcomings. The first is sample bias, this

study mainly focuses on adolescents in the age group

of 15-17 years, and the data for other age groups are

relatively small, so the research sample may lack a

certain representativeness, resulting in the conclusion

that it cannot be generalized to a wider group.

To avoid this problem, researchers should ensure

that the sample is diverse and random, covering

variables such as different backgrounds, ages, and

genders, to improve the generalizability of results.

In the future, the above measures can effectively

reduce the shortcomings in the research and improve

the scientificity and credibility of the research.

6 CONCLUSION

Using a survey of 61 participants, this study

investigated the effects of social media on teenagers

between the ages of 12 and 19. The findings indicated

that social media is important, especially for people

between the ages of 15 and 17, who utilise it for social

contact and pleasure. However, it also causes anxiety;

according to around 60% of respondents, social

media information makes them uneasy. Sleep and

emotional stability are impacted by frequent use,

particularly in women. Despite these drawbacks,

some teenagers are growing more conscious and

making an effort to use social media less. This

emphasises how important it is to get help creating

safe internet practices.

This study offers suggestions for reducing the

detrimental effects of youths' excessive usage of

social media. Limiting screen time, promoting offline

socialising, and modelling responsible digital

behaviour are all things that parents should do.

Teachers may encourage students to use social media

responsibly, incorporate digital literacy into their

curricula, and assist students' mental health. Social

media companies ought to strengthen privacy

safeguards, provide mental health resources, and

improve content control.

The majority of the study's participants were

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between the ages of 15 and 17, which restricts

generalisability. To increase the validity and

trustworthiness of comparable studies, future

research should employ a more randomised and

diverse sample.

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