Some socially poor but also some socially rich adolescents feel closer to their friends after using social media.


Journal

Scientific reports
ISSN: 2045-2322
Titre abrégé: Sci Rep
Pays: England
ID NLM: 101563288

Informations de publication

Date de publication:
27 10 2021
Historique:
received: 31 05 2021
accepted: 13 09 2021
entrez: 28 10 2021
pubmed: 29 10 2021
medline: 27 1 2022
Statut: epublish

Résumé

Who benefits most from using social media is an important societal question that is centered around two opposing hypotheses: the rich-get-richer versus the poor-get-richer hypothesis. This study investigated the assumption that both hypotheses may be true, but only for some socially rich and some socially poor adolescents and across different time intervals. We employed a state-of-the-art measurement burst design, consisting of a three-week experience sampling study and seven biweekly follow-up surveys. Person-specific analyses of more than 70,000 observations from 383 adolescents revealed that 12% of the socially rich adolescents (high in friendship support or low in loneliness) felt closer to their friends after using social media, as opposed to about 25% of the socially poor adolescents (low in friendship support or high in loneliness). However, only 1 to 6% of all adolescents (socially rich and poor) felt closer both in the short- and longer-term. These results indicate that the rich-get-richer and the poor-get-richer hypotheses can hold both, but for different adolescents.

Identifiants

pubmed: 34707197
doi: 10.1038/s41598-021-99034-0
pii: 10.1038/s41598-021-99034-0
pmc: PMC8551228
doi:

Types de publication

Journal Article Research Support, Non-U.S. Gov't

Langues

eng

Sous-ensembles de citation

IM

Pagination

21176

Informations de copyright

© 2021. The Author(s).

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Auteurs

J Loes Pouwels (JL)

Amsterdam School of Communication Research, University of Amsterdam, Amsterdam, The Netherlands. loes.pouwels@ru.nl.
Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands. loes.pouwels@ru.nl.

Patti M Valkenburg (PM)

Amsterdam School of Communication Research, University of Amsterdam, Amsterdam, The Netherlands.

Ine Beyens (I)

Amsterdam School of Communication Research, University of Amsterdam, Amsterdam, The Netherlands.

Irene I van Driel (II)

Amsterdam School of Communication Research, University of Amsterdam, Amsterdam, The Netherlands.

Loes Keijsers (L)

Department of Psychology, Education & Child Studies, Erasmus University, Rotterdam, The Netherlands.

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Classifications MeSH