Adolescents’ comments in social media: Why do adolescents receive negative feedback and who is most at risk?

Koutamanis, Maria; Vossen, Helen; Valkenburg, Patti M.

doi:10.1016/j.chb.2015.07.016

Cited by 87 publications

(63 citation statements)

References 54 publications

(95 reference statements)

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“…Facebook is oriented toward commenting and liking other users' messages, pictures, and videos. From prior research we know that, for the largest part, adolescents receive positive feedback from their peers on SNSs, and only to a limited extent negative feedback (e.g., Koutamanis, Vossen, & Valkenburg, 2015;Valkenburg, Peter, & Schouten, 2006). While receiving positive (Frison & Eggermont, in press;Lee, Kim, & Ahn, 2014) and negative (Valkenburg et al, 2006) peer feedback both affect adolescents' well-being, the findings of the current study indicate that not receiving peer feedback affects adolescents' well-being as well.…”

Section: Fear Of Missing Out and Adolescents' Perceived Stress Relatementioning

confidence: 46%

“I don’t want to miss a thing”: Adolescents’ fear of missing out and its relationship to adolescents’ social needs, Facebook use, and Facebook related stress

Beyens

Frison

Eggermont

2016

Computers in Human Behavior

531

340

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a b s t r a c tThis survey study among adolescents (N ¼ 402) investigates an integrative model that examines (1) the mediating role of adolescents' fear of missing out (FoMO) in the relationships of adolescents' need to belong and need for popularity with adolescents' Facebook use and (2) the relationships of adolescents' FoMO with adolescents' perceived stress related to the use of Facebook. Structural equation modeling results indicated that an increased need to belong and an increased need for popularity were associated with an increased use of Facebook. These relationships were mediated by FoMO. Increased FoMO was associated with increased stress related to Facebook use. These results emphasize the important role that FoMO plays in adolescents' media use and well-being.

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Section: Fear Of Missing Out and Adolescents' Perceived Stress Relatementioning

confidence: 46%

“I don’t want to miss a thing”: Adolescents’ fear of missing out and its relationship to adolescents’ social needs, Facebook use, and Facebook related stress

Beyens

Frison

Eggermont

2016

Computers in Human Behavior

531

340

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“…For example, research suggests that adolescents risk negative feedback online if they friend, message, or comment on the online content of peers whom they do not know well (Koutamanis et al 2015). With such negative feedback publicly and permanently available, the reputational repercussions may be significant, increasing adolescents’ desire to carefully manage their online reputations.…”

Section: Peer Statusmentioning

confidence: 99%

Transformation of Adolescent Peer Relations in the Social Media Context: Part 2—Application to Peer Group Processes and Future Directions for Research

Nesi

Choukas‐Bradley

Prinstein

2018

Clin Child Fam Psychol Rev

167

236

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As social media use becomes increasingly widespread among adolescents, research in this area has accumulated rapidly. Researchers have shown a growing interest in the impact of social media on adolescents' peer experiences, including the ways that the social media context shapes a variety of peer relations constructs. This paper represents Part 2 of a two-part theoretical review. In this review, we offer a new model for understanding the transformative role of social media in adolescents' peer experiences, with the goal of stimulating future empirical work that is grounded in theory. The transformation framework suggests that the features of the social media context transform adolescents' peer experiences by changing their frequency or immediacy, amplifying demands, altering their qualitative nature, and/or offering new opportunities for compensatory or novel behaviors. In the current paper, we consider the ways that social media may transform peer relations constructs that often occur at the group level. Our review focuses on three key constructs: peer victimization, peer status, and peer influence. We selectively review and highlight existing evidence for the transformation of these domains through social media. In addition, we discuss methodological considerations and key conceptual principles for future work. The current framework offers a new theoretical perspective through which peer relations researchers may consider adolescent social media use.

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“…Adolescents with positive offline social relationships may show social competence in their use of social media and receive a lot of peer affirmation in return, whereas those who are lonely or introverted or less well-regulated may experience more negative consequences of intense involvement. For a sample of 10–15-year-olds in the Netherlands, adolescents with peer difficulties were more likely to receive negative feedback on social media (Koutamis, Vossen, & Valkenburg, 2015). …”

Section: Less Obvious Forms Of Digital Harm: the Potential Pain Of Lumentioning

confidence: 99%

The power and the pain of adolescents’ digital communication: Cyber victimization and the perils of lurking.

Underwood

Ehrenreich

2017

American Psychologist

108

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Many adolescents are heavily engaged with social media and text messaging (George & Odgers, 2016; Lenhart, 2015), yet few psychologists have studied what digital communication means for adolescents’ relationships and adjustment. This paper proposes that psychologists should embrace the careful study of adolescents’ digital communication. We discuss theoretical frameworks for understanding adolescents’ involvement with social media, present less widely recognized perils of intense involvement with social media, and highlight positive features of digital communication. Co-construction theory suggests that adolescents help to create the content of digital communication that shapes their lives, and that there may be strong continuity between adolescents’ offline and online lives (Subrahmanyam, Smahel, & Greenfield, 2006). However, psychological theories and research methods could further illuminate the power and the pain of adolescents’ digital communication. Psychologists need to understand more about subtle but potentially serious risks that adolescents might face: the agony of victimization by even a single episode of cyberbullying and the pain of social exclusion and comparison resulting from vast amounts of time reading large social media feeds and seeing friends doing things without you and comparing your inner emotional experience to everyone else’s highly groomed depictions of their seemingly marvelous lives. If we seek to understand developmental psychopathology and to help youth at risk, psychologists need to embrace careful study of the content of adolescents’ online communication, parents need to talk with their children about their own online experiences and become familiar with social media themselves, and clinicians need to address adolescents’ online social lives in prevention and treatment programs.

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Adolescents’ comments in social media: Why do adolescents receive negative feedback and who is most at risk?

Cited by 87 publications

References 54 publications

“I don’t want to miss a thing”: Adolescents’ fear of missing out and its relationship to adolescents’ social needs, Facebook use, and Facebook related stress

“I don’t want to miss a thing”: Adolescents’ fear of missing out and its relationship to adolescents’ social needs, Facebook use, and Facebook related stress

Transformation of Adolescent Peer Relations in the Social Media Context: Part 2—Application to Peer Group Processes and Future Directions for Research

The power and the pain of adolescents’ digital communication: Cyber victimization and the perils of lurking.

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