Friend Networking Sites and Their Relationship to Adolescents' Well-Being and Social Self-Esteem

Abstract

The aim of this study was to investigate the consequences of friend networking sites (e.g., Friendster, MySpace) for adolescents' self-esteem and well-being. We conducted a survey among 881 adolescents (10-19-year-olds) who had an online profile on a Dutch friend networking site. Using structural equation modeling, we found that the frequency with which adolescents used the site had an indirect effect on their social self-esteem and well-being. The use of the friend networking site stimulated the number of relationships formed on the site, the frequency with which adolescents received feedback on their profiles, and the tone (i.e., positive vs. negative) of this feedback. Positive feedback on the profiles enhanced adolescents' social self-esteem and well-being, whereas negative feedback decreased their self-esteem and well-being.

The effect of social network sites on adolescents' social and academic development: Current theories and controversies

“…For example, a longitudinal follow-up to the original HomeNet study found no long-term effects of Internet use on loneliness or depression (Kraut et al, 2002). Valkenburg, Peter, and Schouten (2006) note a major shortcoming of previous Internet research. Many of the studies treat Internet use as a one-dimensional activity.…”

“…For example, Valkenburg et al (2006) find that within a sample of over 800 Dutch adolescents, SNS use is related to self-esteem and psychological well-being. Adolescents who frequently use an SNS have more friends on the site and also more reactions on their profile (i.e., friends posted more comments and wall posts).…”

Exploring how social networking sites impact youth with anxiety: A qualitative study of Facebook stressors among adolescents with an anxiety disorder diagnosis

“…Social media, however, is a very large component that today's adolescents occupy. It has been shown that social media sites such as Facebook, also provide positive experiences for adolescents including greater access to social resources and enhanced social connections and learning (Valkenburg, Jochen, & Schouten, 2006). In the current study the reflexive role of the facilitator was therefore to hold open any prior judgement of the experiences of adolescents so as truly hear the complex and sometimes nuanced perspectives and experiences of these adolescents with social media.…”

See you on Facebook! A framework for analyzing the role of computer-mediated interaction in the evolution of social capital

“…Furthermore, some researchers have been able to carry out the first longitudinal analyses in the field (see for example Steinfield et al 2008). According to this strand of the literature, SNSs support the strengthening of bonding and bridging social capital (Valkenburg et al 2006, Steinfield et al 2008, Gilbert et al 2009, Burke et al 2009), allow the crystallization of weak or latent ties that might otherwise remain ephemeral (Haythornthwaite 2005, support teenagers' self-esteem -encouraging them to relate to their peers , Steinfield et al 2008, stimulate social learning (Burke et al 2010), enhance social trust, civic participation and political engagement (Valenzuela et al 2009), facilitate the creation of electronic networks of practice (Vasko and Faray 2005, Landqvist and Teigland 2010, Matzat 2010, and help the promotion of collective actions to the pursuit of shared goals (Landqvist and Teigland 2010). Drawing on survey data from a random sample of 800 Michigan State University undergraduate students, Ellison et al (2007) find that certain kinds of Facebook use can help students accumulate and maintain bridging social capital.…”