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Use of multiple social media platforms and symptoms of depression and anxiety: A nationally-representative study among U.S. young adults

April 2017
Computers in Human Behavior 69:1-9

DOI:10.1016/j.chb.2016.11.013

Authors:

Brian A. Primack

Oregon State University

Ariel Shensa

University of Pittsburgh

César G. Escobar-Viera

University of Pittsburgh

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Introduction While increased time spent on social media (TSSM) has been associated with depression and anxiety, the independent role of using multiple social media (SM) platforms is unclear. Methods We surveyed a nationally-representative sample of 1787 U.S. young adults ages 19–32. Depression and anxiety symptoms were measured using the Patient-Reported Outcomes Measurement Information System (PROMIS). We assessed use of multiple SM platforms with an adapted Pew Internet Research scale. We used ordered logistic regression models to assess associations between use of multiple SM platforms and mental health outcomes while controlling for eight covariates, including overall TSSM. Results Compared to those who used 0–2 social media platforms, participants who used 7–11 social media platforms had substantially higher odds of having increased levels of both depression (Adjusted Odds Ratio [AOR] = 3.0, 95% CI = 1.9–4.8) and anxiety symptoms (AOR = 3.2, 95% CI = 2.0–5.1). Associations were linear (p < 0.001 for all) and robust to all sensitivity analyses. Conclusions Use of multiple SM platforms is independently associated with symptoms of depression and anxiety, even when controlling for overall TSSM. These associations are strong enough that it may be valuable for clinicians to ask individuals with depression and anxiety about multiple platform use and to counsel regarding this potential contributing factor.

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Use of Multiple Social Media Platforms and Symptoms of Depression

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ABSTRACT

Introduction.A?&@

C)

%

Methods.A((,->-&%%

)),05*%(C

)81

2?812@%A

CC28%A

))C

C))

()(&%

Results. C+*

C-,,)()

(?418D18EF5%+0;G

2F,%0=%>@?18F5%*0;G 2F*%+;%,@%

C?H%++,@(%

Conclusions.&)

C(

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C)(&%B

%2

))C

)%

Key Words.B9C

)

Funding%9CCI27D)

8+, ,=+,;+E%

-5



1. INTRODUCTION

C

?:%*+,+.J"*++/@%

)%

B&%%C)(5+? 

AJ7)*+,/@%BA71)$

C)CC

4?A71)$*+,/@%1

)C(

K)

)))(?A71)$*+,/@%

L))))C%0+G

)&%%4(

?C8 *+,;@%9

(C?&@

(%))(

B9C82)

9()C

C

(?M:J:

*+,+.JN*+,;.OJ"*++-@%

-0

,++

,+,



&))C

)$))

?(*++>.!J$*+,=@%()

()

)

)((P(

?:!J7*+,=@%

7C()C))

C& 

4(C)?%*+,/.%*+,=.

:%*+,5."%L%"%*+,/.AJ*+,/@%9

Q

?J#)*+,5.*+,*@%Q

))(

()(

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?7,@?7*@()

((&%

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

2.METHODS

2.1. Design, Participants, and Setting

(?"%L%"

%*+,/@%2C((&%%

)),05*))

%AC!C

:C)?!:@C())

)?!::C)R*+,5@%&)

))(0-G&%%

?!::C)R*+,5@%!:P))

(()$)

(?!::C)R*+,5@%

B1I(*+,=C(C(

5+=>$),05*

(C(O

C,>5+

%C)

,>C%8C(,->-

?;0G@%9),>

C)!:

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

C((*(

))(%(C)

C)KC

%)

)$%

!:)(Q%B

)))K%!:

$)())

)()))%9

(C,;(S,;

%9C(DI&((

(E28(CC) O

OI27%

2.2. Measures

()

?(@?

(@(%

Depression. A)=(

812?812@%

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

812I278(C

(($Q)

T

? %*+,+@%9812C

())

? %*+,+@%O812

(C

) )

? @2(?222@

7N?7N0@?  J 

*+,=@%9=812C

Q-)

C%C;

")),;)

UI(VU8VUVU1VUC%V9

CCC=*+%

CC

(%9C

812C)(

()K%

AOC

UV)?CF=@C==%;G%A

OU(V)

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

K

?@?*+,5@%9

KC0?*+@C

9;-%5%

;;K))(

U(V))(

)(

?*+,5@%9)*/%5G

%9CCC;>CO

UV*0%*G%9

? PF+%0*@%

Anxiety. A)=812

?%*+,,@%9812

(C)

N?N@(I)(

K?I@!$-

?!-@?  J *+,=@%9=

CQ-

C)'U2VU2C

)VUC(CVU2

V?%*+,,.%*+,=@%9C

;")),;)

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UI(VU8VUVU1VUC%V9

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(%9C

812812)

(%AOC

)?CF=@C

55%-G%AO()CC

0?*+@C9;-%-?#

%*+,/@%;;K))

(()()

)%9)5+%5G

%9CCC;>CO

5/%+G%9

? PF+%0+@%

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,,C)B

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8?I*+,*.C8 *+,;@%(

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%A()(

C%

Covariates. BC())?,0*5.

*=*/.*-5*@3()

?A7.7.7.@%A

(K

?: )JA

*++;.C8 *+,;@%9

?)@()?C

).C)O.@

?S5++++.S5++++S-=000.S-;+++@(

?).).X))@%

A

(%9CC

(YY

(%9O

*-5

*-=

*-;

*-/

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

C%

(O

()%)(C

(Q%7C(

CC

(%

2.3. Data Analysis

AC

(%,G)

(K%9

C)C(

?@(?

@)(%ICQ

(C(

(%

9(C)%9O)

CC)

)((C



%Aa priori(

*0/

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5++

5+,

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5+5

5+=

5+;

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5+-

5+>

5+0

5,+

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5,5

5,=

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

(%9()(

C)(

C)C)3

)%

A)CC

(C)(

(%

A(

%BCC

)%

C)(

)C?

@%9C)(

( H+%,;C%BC

C(C)%8(

C()O)

%

CC,5%,?  )

9@C(H+%+;C

)O%

5,0

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

3. RESULTS

3.1. Participants

,-/>%9

C)C;+%,G;-%=GA,5%,G

*+%/G7>%0G3%1)

?;;%/G@C

?5;%;G@()C)O%2

**%-GCUCV)?S5++++@5>%-GC

U)V)?S-;+++(@%?5;%/G@

)CQ?*;%0G@%%

)%9CKC

)?F+%,*@?F+%+-@?F+%*,@%

()(C

(Tables 1 and 2%

3.2. Depression and Anxiety

)(C)=,G5+G*0GC

O()((

(%)(C)5=G5/G

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5+GCO()((

(%

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

3.3. Use of Multiple Social Media Platforms

1;;?5G@(),,

;*?5G@)%&)

CC=%*

(*%;))+,,%(C

(Q(

%9C

O+*5=;/-,,%7C(C(

(%

3.4. Bivariable Analyses

&4(

OTables 3 and 4(%)

?H%++,@)

)?F%++,@CC

?Table 3@%1(C

))()C

)?Table 3@%)

?H%++,@))

?H%++,@CC

?Table 4@%2((C

5/;

5//

5/-

5/>

5/0

5-+

5-,

5-*

5-5

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5>;

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

))()

C)?Table 4@%

5>>

5>0



3.5. Multivariable Analyses

Depression.24(

(&CC+*

C-,,))

((?18F5%,0;G 2F,%0;%+@?Table 3@%

9CC

(.)Q

((C

,%+?@,%/*%*5%,(?H%++,(

@?Table 3@%97,C%7C(

(&))C)

C?Table 3@%C

)OC

%

Anxiety.24(

(&CC+*

C-,,)

)(?18F5%50;G 2F*%+;%5@?Table 3@%

)CC

(.)Q

(

50+

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

)C,%+?@,%=,%05%5(?H%++,

(@?Table 4@%97*C%

2(&))C)

C?Table 4@%7C(

C

)OC%

=,5

=,=

=,;

=,/

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

4. DISCUSSION

)((),05*C

C

(

4)(((&%

I()O

C&(

)O%

1C())

C(&? J

)*+,*.:%*+,5."%L%"%*+,/.))J

!*+,=.%*+,/@%7C(

)))(

C&

(&K

%

C

%2(CK(

3Q)

%9(

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=*,

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=5,

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=50

==+

==,



()C

?:%"J"*+,,@%

2)C(K

Q(3%9

%1

K)CC

)(?%

*+,5. JL*+,/.:*+,*."*+,=.1%*++0.

8%*+,;@%

CC

%9(CC

())

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(C%

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9)C)O



$(O(

)C%9(Y

4))Y

C(C

()

%9C

(()

C%

4.1. Limitations

(C%9)

3Q((%2

C)),05*.

)$%

2(C

%C)CC

Q(4%9(

)Q%8

)%B

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(C

))(%9

CC

))(C

)?%*++-@%7C(

(())(

)C%9

C()%

A(

C(Q%B)

(((Z())

CC(O

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5. CONCLUSION

CC

)

C((

)Y(C)(&%2

()

C(&%9

O))

)(%BCO)

C()(%

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CQ

C%Journal of Adolescence51=,T=0%

''33%%)3,+%,+,/34%%*+,/%+;%++>

A71)$%?*+,/@%Depression Fact Sheet%!(

C$%8(

'33CCC%C%3335/033

-5;

-5/

-5-

-5>

-50

-=+

-=,

-=*

-=5

-==

-=;

-=/

-=-

-=>



TABLES

Table 1. A (C&)

((

Independent Variables

Whole

Sample

?IF,-/>@

Depression

Value

"C

?F-*=@



?F;5>@

7)

?F;+/@

Social Media Use

G

?&C)

G

I



H+%++,

N,?+*@ 5+%=?*/%=@ 5>%; *,%> */%*

N*?5=@ 5*%5?55%=@ 5,%= 5-%/ *-%0

N5?;/@ *,%5?*5%+@ ,0%* *5%* *5%+

N=?-,,@ ,/%+?,-%5@ ,+%0 ,-%= *5%+

9 +%++/

N,?+5+@ *0%>?*0%+@ 5/%+ *=%0 *=%-

N*?5,/+@ *+%>?*+%0@ **%+ **%- ,/%/

N5?/,,*+@ *=%+?*=%*@ *+%5 *=%, 5+%,

N=?,*,(@ *;%;?*;%0@ *,%> *>%5 *>%/

Sociodemographic

) +%+=

,0*5 55%/?*>%/@ 5=%5 5/%- *0%+

*=*/ *=%;?5/%=@ *+%/ *5%0 5*%,

*-( =,%>?5;%+@ =;%, 50%= 5>%0

-=0

-;+

-;,

-;*

-;5



 +%++>

B ;+%,?/,%>@ ==%* ;-%/ ;,%/

 =0%0?5>%*@ ;;%> =*%= =>%=

8 +%+*

A7 ;-%=?/=%5@ /+%+ ;=%> ;;%0

7 ,5%,?,+%,@ ,/%, ,+%/ ,+%>

7 *+%/?,/%;@ ,>%0 *,%5 **%-

1>%0?0%*@ ;%+ ,5%= ,+%;

8 +%+-

)==%=?=,%;@ 50%- =-%5 =0%,

2

8

;;%/?;>%;@ /+%5 ;*%- ;+%0

"() +%+0

3! 55%0?*>%,@ 55%+ 5+%, 50%-

)O 5;%;?=+%/@ 5>%0 55%- 5,%/

1)5+%/?5,%5@ *>%+ 5/%* *>%>

L72 +%++*

"C?S5++++@ **%-?55%*@ ,>%; *+%5 5*%/

?S5++++

S-=000@

5>%;?5-%0@ 5>%0 5>%/ 5-%;

7)?S-;+++

(@

5>%0?*>%0@ =*%/ =,%, *0%0

"( +%++=

7) 5;%/?*+%=@ 5*%/ 5,%= =;%-

) 5>%;?=,%;@ 5>%* =+%5 5/%0

P)

)

*/%+?5>%,@ *0%5 *>%* ,-%=

-;=



P(() Q))%

,++)%)C)(OC)

CO%

2B9C!)WL9"22)98%

2%

2CC(%

2))%

)O()C3))O%

-;;

-;/

-;-

-;>

-;0

-/+

-/,

-/*



Table 2. A (C&)



Independent Variables

Whole

Sample

?IF,-/>@

Anxiety

Valuea

"C

?F;0-@



?F/5=@

7)

?F;5-@

Social Media Use

G

?&C)

G

I H+%++,

N,?+*@ 5+%=?*/%=@ =+%5 *5%- *=%0

N*?5=@ 5*%5?55%=@ 5*%; 5=%+ 5+%*

N5?;/@ *,%5?*5%+@ ,>%/ *;%+ *+%/

N=?-,,@ ,/%+?,-%5@ >%/ ,-%5 *=%5

9 +%++,

N,?+5+@ *0%>?*0%+@ 5/%0 */%> *5%/

N*?5,/+@ *+%>?*+%0@ *=%+ ,-%0 *+%+

N5?/,,*+@ *=%+?*=%*@ *+%5 *-%* *;%,

N=?,*,(@ *;%;?*;%0@ ,>%> *>%* 5,%5

Sociodemographic

) +%+;

,0*5 55%/?*>%/@ 5+%; =+%, 5+%=

*=*/ *=%;?5/%=@ *5%+ *=%, *-%*

*-( =,%>?5;%+@ =/%; 5;%0 =*%=

 +%++,

B ;+%,?/,%>@ =,%; ;=%0 ;/%+

 =0%0?5>%*@ ;>%; =;%, =0%0

-/5

-/=

-/;



8 +%+=

A7 ;-%=?/=%5@ ;0%/ /+%; ;+%0

7 ,5%,?,+%,@ ,=%- ,*%> ,,%5

7 *+%/?,/%;@ *+%= ,-%- *=%5

1>%0?0%*@ ;%5 0%, ,5%;

8 +%+/

)==%=?=,%;@ 50%= =;%5 ;+%,

2



;;%/?;>%;@ /+%/ ;=%- =0%0

"() +%+-

3! 55%0?*>%,@ 5*%+ 5,%/ 50%,

)O 5;%;?=+%/@ =+%- 55%5 5,%+

1)5+%/?5,%5@ *-%5 5;%, *0%0

L72 +%+/

"C?S5++++@ **%-?55%*@ ,0%5 *,%+ *0%*

?S5++++

S-=000@

5>%;?5-%0@ 5>%* 5>%- 5>%;

7)?S-;+++

(@

5>%0?*>%0@ =*%= =+%5 5*%5

"( +%+5

7) 5;%/?*+%=@ 55%/ 5,%; =5%*

) 5>%;?=,%;@ 50%- 5>%5 5-%+

P)

)

*;%0?5>%,@ */%- 5+%* ,0%>

CO%

-//

-/-

-/>

-/0

--+



2%

2CC(%

2))%

)O()C3))O%

--,

--*

--5

--=



Table 3. ((C&) (

(

Social Media Use Depressive Symptomsa

18?0;G 2@ 18?0;G 2@ 

IH+%++, H+%++,

N,?+*@ ,%+D8E ,%+D8E

N*?5=@ ,%=;?,%+*

*%+-@

,%;-?,%+>

*%*/@

N5?;/@ ,%-;?,%,>

*%;0@

*%,/?,%=+

5%55@

N=?-,,@ *%/-?,%-,

=%,-@

5%+>?,%0,

=%00@

9 H+%++, +%*,

N,?+5+@ ,%+D8E ,%+D8E

N*?5,/+@ ,%,0?+%>,

,%-=@

+%0;?+%/5

,%=*@

N5?/,,*+@ ,%0+?,%*0

*%>+@

,%5*?+%>>

,%00@

N=?,*,(@ ,%-;?,%**

*%;*@

,%*+?+%>,

,%->@

) +%-/ +%,-

,0*5 ,%+D8E ,%+D8E

*=*/ ,%;=?,%+0

*%,-@

*%+=?,%50

*%0>@

*-( +%0/?+%-+

,%5*@

,%5>?+%0;

*%+5@



B ,%+D8E ,%+D8E

--;

--/

---



 +%-=?+%;/

+%0>@

+%-0?+%/,

,%+=@

8

A7 ,%+D8E ,%+D8E

7 +%-=?+%=/

,%,0@

+%;*?+%5*

+%>*@

7 ,%*5?+%>/

,%--@

+%0=?+%/;

,%5>@

1,%>*?,%*=

*%/-@

,%/*?,%+0

*%=+@

8

),%+D8E ,%+D8E

2)+%-5?+%;/

+%0/@

+%>,?+%;/

,%,/@

"()

3! ,%+D8E ,%+D8E

)O +%-;?+%;5

,%+/@

+%>>?+%;/

,%5-@

1+%0;?+%/>

,%55@

+%>0?+%/*

,%*/@

L72 +%++, +%++*

"C?S5++++@ ,%+D8E ,%+D8E

?S5++++S-=000@ +%/5?+%==

+%0+@

+%/;?+%=/

+%05@

7)?S-;+++(@ +%;*?+%5/

+%-5@

+%;;?+%5-

+%>*@

"( +%++, +%++*

7) ,%+D8E ,%+D8E

) +%--?+%;; +%-=?+%;,



,%+0@ ,%+-@

P)) +%;>?+%=,

+%>,@

+%=-?+%5,

+%-,@

('18. 2O(.184%

a ((C)%

)O(()(%

4((%

2B9C!)WL9"22)98%

2%

2CC(%

)2))%

O()C3))O%

-->

--0

->+

->,

->*

->5

->=

->;

->/

->-



Table 4. ((C&) 



Social Media Use Anxietya

18?0;G 2@ 18?0;G 2@ 

IH+%++, H+%++,

N,?+*@ ,%+D8E ,%+D8E

N*?5=@ ,%=0?,%+=*%,=@ ,%=5?+%00*%+-@

N5?;/@ ,%-,?,%,>*%=0@ ,%>0?,%*/*%>*@

N=?-,,@ 5%*-?*%,*;%+5@ 5%*-?*%+,;%*0@

9 H+%++, +%+0

N,?+5+@ ,%+D8E ,%+D8E

N*?5,/+@ ,%*+?+%>+,%>,@ +%05?+%/,,%=,@

N5?/,,*+@ ,%/0?,%,>*%==@ ,%,=?+%--,%/0@

N=?,*,(@ *%+>?,%=/*%0>@ ,%5/?+%0**%+,@

) +%=5 +%5>

,0*5 ,%+D8E ,%+D8E

*=*/ ,%,+?+%-0,%;5@ ,%5*?+%0*,%0+@

*-( +%>>?+%/=,%*+@ ,%,/?+%-0,%-+@



B ,%+D8E ,%+D8E

 +%/5?+%=>+%>5@ +%/;?+%;++%>/@

8

A7 ,%+D8E ,%+D8E

7 +%0,?+%;>,%=*@ +%-+?+%=/,%,+@

7 ,%*;?+%>;,%>=@ ,%+?+%/>,%=>@

1*%*+?,%5-5%;5@ ,%/=?,%+**%/=@

->>

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Effect of social media usage on job security through social media disorder and networking behavior: a serial mediation mechanism

Article

Nov 2023

Purpose The usage of social media at the workplace has become an undeniable reality, yet the role of social media use (SMU) in job-related outcomes is still unclear. This study uncovers a chain process through which SMU may strengthen job security perception of employees through social media disorder (SMD) and networking behavior. Design/methodology/approach This quantitative study used ratings of 197 Emirati students enrolled in a higher education institution located in United Arab Emirates (UAE). The respondents were professionals serving in different public and private organizations in UAE. Findings The statistical results supported a significant serial mediation of SMD and networking behavior between SMU and job security perceptions of employees. Practical implications This study offers implications for employees and their supervisors about the usage of social media for strengthening their perceptions of job security. Originality/value This study contributed to the existing stream of research on SMU to explain a chain process through which employees may benefit from social media to strengthen their perceptions of job security.

A nationwide study on time spent on social media and self-harm among adolescents

Article

Full-text available

Nov 2023

Self-harm among adolescents has increased in many countries, but few studies have examined possible explanations. One explanation could be the changes in the way adolescents socialize and use of social media. We explored the relationship between past year self-harm and time spent on social media, employing data from a nationwide cross-sectional survey among students in grades 8 through 11 in Norway (N = 37,268). The association was estimated in logistic regression models and we adjusted for identified confounders and stratified on gender, age group and depressive symptoms. A total of 16.1% of the study population reported to have self-harmed in the past year. This proportion was elevated among those spending more than 3 h daily on social media (unadjusted OR = 2.74 (CI 2.58.–2.90)). Adjustment for confounders modified the association (OR = 1.49 (CI 1.39–1.60)). In stratified analyses, adjusted OR did not differ significantly by gender or age The association between time spent on social media and self-harm was weaker among adolescents with severe depressive symptoms (adjusted OR = 1.38 (CI 1.22–1.55)), than among those with mild or no symptoms (adjusted OR = 1.70 (CI 1.56–1.86)). Risk of self-harm was elevated among those who spent 3 or more hours daily on social media, also after controlling for other factors. Further studies are needed to explore the nature and underlying mechanisms of this association. Strengthening the evidence will help informing the development of adequate measures to prevent self-harm.

The impact of digital technology, social media, and artificial intelligence on cognitive functions: a review

Article

Full-text available

Nov 2023

In our modern society, digital devices, social media platforms, and artificial intelligence (AI) tools have become integral components of our daily lives, profoundly intertwined with our daily activities. These technologies have undoubtedly brought convenience, connectivity, and speed, making our lives easier and more efficient. However, their influence on our brain function and cognitive abilities cannot be ignored. This review aims to explore both the positive and negative impacts of these technologies on crucial cognitive functions, including attention, memory, addiction, novelty-seeking and perception, decision-making, and critical thinking, as well as learning abilities. The review also discusses the differential influence of digital technology across different age groups and the unique challenges and benefits experienced by children, adolescents, adults, and the elderly. Strategies to maximize the benefits of the digital world while mitigating its potential drawbacks are also discussed. This review aims to provide a comprehensive overview of the intricate relationship between humans and technology. It underscores the need for further research in this rapidly evolving field and the importance of informed decision-making regarding our digital engagement to support optimal cognitive function and wellbeing in the digital era.

A systematic review on automated clinical depression diagnosis

Article

Full-text available

Nov 2023

Assessing mental health disorders and determining treatment can be difficult for a number of reasons, including access to healthcare providers. Assessments and treatments may not be continuous and can be limited by the unpredictable nature of psychiatric symptoms. Machine-learning models using data collected in a clinical setting can improve diagnosis and treatment. Studies have used speech, text, and facial expression analysis to identify depression. Still, more research is needed to address challenges such as the need for multimodality machine-learning models for clinical use. We conducted a review of studies from the past decade that utilized speech, text, and facial expression analysis to detect depression, as defined by the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guideline. We provide information on the number of participants, techniques used to assess clinical outcomes, speech-eliciting tasks, machine-learning algorithms, metrics, and other important discoveries for each study. A total of 544 studies were examined, 264 of which satisfied the inclusion criteria. A database has been created containing the query results and a summary of how different features are used to detect depression. While machine learning shows its potential to enhance mental health disorder evaluations, some obstacles must be overcome, especially the requirement for more transparent machine-learning models for clinical purposes. Considering the variety of datasets, feature extraction techniques, and metrics used in this field, guidelines have been provided to collect data and train machine-learning models to guarantee reproducibility and generalizability across different contexts.

Staying connected: An umbrella review of meta-analyses on the push-and-pull of social connection in depression

Article

Full-text available

Oct 2023
J AFFECT DISORDERS

Concerning Trends in the Mental Health of Emerging Adults: 2011 to 2022

Preprint

Full-text available

Nov 2023

This study examined emerging adults’ health across age cohorts and year of assessment (2011-2022). We found an 82% increase in the number of mentally unhealthy days among emerging adults was observed between 2011 and 2022, with evidence of smaller but increasing rates among adults through mid-life. Minimal changes were observed for emerging adults in the number of physically unhealthy days over the same period. Emerging adults have experienced a drastic increase in the number of mentally unhealthy days over the past decade, while minimal changes in physically unhealthy days for any age group were observed over this same period.

The Power of Social Media: Stigmatizing Content Affects Perceptions of Mental Health Care

Article

Oct 2023

A great discrepancy exists between the number of people who experience mental health concerns and the number of people who seek help for those problems. Negative attitudes toward mental health treatment contribute to this discrepancy. In the current study, we tested the extent to which exposure to social media posts that derogate mental health treatment increases such negative attitudes. Participants were exposed to 10 ostensibly real Twitter posts. Whereas some participants viewed 10 posts that did not relate to mental health, others viewed five such innocuous posts interspersed with five posts that derogated mental health treatment. Participants then reported their levels of mental health self-stigma and attitudes toward help-seeking. These dependent variables were combined into a single measure of stigma toward mental health treatment. Results indicated that among men and among women high in feminine gender role espousal, there was no effect of the manipulation on stigma against mental health treatment. However, women low in feminine gender role espousal were impacted by the manipulation: Among these women, the stigmatizing tweets increased the extent to which they stigmatized mental health services. Our research thus shows that even brief exposure to messages derogating mental health treatment may have a profound impact on associated attitudes but that such effects are moderated by gender identification and the extent to which people espouse traditional gender roles.

The Influence of Social Media Usage on the Well-Being Evidence from Pakistani University Students

Article

Full-text available

Sep 2023

This study examined the influence of social media usage among young Pakistani university students, focusing on self-construal, the creation of false identities, life dissatisfaction, and reduced self-esteem. The findings, derived from data collected from students representing various universities in Islamabad, unveiled several noteworthy trends. The female students exhibited a higher degree of social media engagement compared to their male counterparts. This heightened engagement was often associated with more frequent social comparisons, decreasing life satisfaction among female students. Additionally, female students reported experiencing elevated levels of depression and reduced self-esteem. Furthermore, the study shed light on the common practice among both male and female students of engaging in social comparisons. This behavior often led to a cycle of self-construal, wherein individuals posted edited photos on social media platforms to enhance their physical attractiveness, appeal to the opposite sex, conceal imperfections, eliminate wrinkles, appear slimmer, and seek validation. This ongoing cycle of self-construal, lurking behavior, and a disposition for social comparison appeared to have detrimental effects on young adults in Pakistan, contributing to life dissatisfaction, anxiety, depression, and diminished self-esteem.

Traveling through Video Games

Book

Oct 2023

Tom van Nuenen

Examination of the Relationship Between Social Media Usage, Anxiety, and Depression: a Cluster Analysis

Article

Sep 2023

In recent years, social media usage has become a significant part of the daily life of people. Though several studies were conducted in different countries to analyse the link between social media usage and mental health issues such as depression and anxiety, their results were contradictory and inconclusive. People use social media for varying purposes, time duration, number of platforms and emotional and behavioural connections that may be associated with their mental health. Hence, this study aims to identify the different patterns of social media use and explore their associations with depression and anxiety. This cross-sectional study consists of 624 participants from different age groups starting from 15 years who completed the structured questionnaire online. Patient Reported Outcome Measurement Information System (PROMIS) scales were used to measure depression and anxiety symptoms. Cluster analysis was performed to identify the social media usage patterns. Cluster analysis generated 5 cluster solutions. Among these, Cluster 3 consists of the highest membership of problematic social media users; females, self-employed individuals, homemakers and retired people showed a significant association with depression and anxiety symptoms. The findings may help develop effective interventions that address the social media use pattern rather than single characteristics of SMU.

#Sleepyteens: Social media use in adolescence is associated with poor sleep quality, anxiety, depression and low self-esteem

Article

Full-text available

Aug 2016
J ADOLESCENCE

This study examined how social media use related to sleep quality, self-esteem, anxiety and depression in 467 Scottish adolescents. We measured overall social media use, nighttime-specific social media use, emotional investment in social media, sleep quality, self-esteem and levels of anxiety and depression. Adolescents who used social media more – both overall and at night – and those who were more emotionally invested in social media experienced poorer sleep quality, lower self-esteem and higher levels of anxiety and depression. Nighttime-specific social media use predicted poorer sleep quality after controlling for anxiety, depression and self-esteem. These findings contribute to the growing body of evidence that social media use is related to various aspects of wellbeing in adolescents. In addition, our results indicate that nighttime-specific social media use and emotional investment in social media are two important factors that merit further investigation in relation to adolescent sleep and wellbeing.

Association between Social Media Use and Depression among U.S. Young Adults

Article

Full-text available

Jan 2016
DEPRESS ANXIETY

Background: Social media (SM) use is increasing among U.S. young adults, and its association with mental well-being remains unclear. This study assessed the association between SM use and depression in a nationally representative sample of young adults. Methods: We surveyed 1,787 adults ages 19 to 32 about SM use and depression. Participants were recruited via random digit dialing and address-based sampling. SM use was assessed by self-reported total time per day spent on SM, visits per week, and a global frequency score based on the Pew Internet Research Questionnaire. Depression was assessed using the Patient-Reported Outcomes Measurement Information System (PROMIS) Depression Scale Short Form. Chi-squared tests and ordered logistic regressions were performed with sample weights. Results: The weighted sample was 50.3% female and 57.5% White. Compared to those in the lowest quartile of total time per day spent on SM, participants in the highest quartile had significantly increased odds of depression (AOR = 1.66, 95% CI = 1.14-2.42) after controlling for all covariates. Compared with those in the lowest quartile, individuals in the highest quartile of SM site visits per week and those with a higher global frequency score had significantly increased odds of depression (AOR = 2.74, 95% CI = 1.86-4.04; AOR = 3.05, 95% CI = 2.03-4.59, respectively). All associations between independent variables and depression had strong, linear, dose-response trends. Results were robust to all sensitivity analyses. Conclusions: SM use was significantly associated with increased depression. Given the proliferation of SM, identifying the mechanisms and direction of this association is critical for informing interventions that address SM use and depression.

The Relationship Between Addictive Use of Social Media and Video Games and Symptoms of Psychiatric Disorders: A Large-Scale Cross-Sectional Study

Article

Full-text available

Mar 2016

Over the last decade, research into "addictive technological behaviors" has substantially increased. Research has also demonstrated strong associations between addictive use of technology and comorbid psychiatric disorders. In the present study, 23,533 adults (mean age 35.8 years, ranging from 16 to 88 years) participated in an online cross-sectional survey examining whether demographic variables, symptoms of attention-deficit/hyperactivity disorder (ADHD), obsessive-compulsive disorder (OCD), anxiety, and depression could explain variance in addictive use (i.e., compulsive and excessive use associated with negative outcomes) of two types of modern online technologies: social media and video games. Correlations between symptoms of addictive technology use and mental disorder symptoms were all positive and significant, including the weak interrelationship between the two addictive technological behaviors. Age appeared to be inversely related to the addictive use of these technologies. Being male was significantly associated with addictive use of video games, whereas being female was significantly associated with addictive use of social media. Being single was positively related to both addictive social networking and video gaming. Hierarchical regression analyses showed that demographic factors explained between 11 and 12% of the variance in addictive technology use. The mental health variables explained between 7 and 15% of the variance. The study significantly adds to our understanding of mental health symptoms and their role in addictive use of modern technology, and suggests that the concept of Internet use disorder (i.e., "Internet addiction") as a unified construct is not warranted. (PsycINFO Database Record

Social Media Use and Perceived Emotional Support Among US Young Adults

Article

Full-text available

Jun 2016
J COMMUN HEALTH

Low emotional support is associated with poor health outcomes. Engagement with face-to-face social networks is one way of increasing emotional support. However, it is not yet known whether engagement with proliferating electronic social networks is similarly associated with increased emotional support. Thus, the purpose of this study was to assess associations between social media use and perceived emotional support in a large, nationally-representative sample. In October 2014, we collected data from 1796 U.S. adults ages 19-32. We assessed social media use using both total time spent and frequency of visits to each of the 11 most popular social media platforms. Our dependent variable was perceived emotional support as measured by the brief Patient-Reported Outcomes Measurement Information System (PROMIS) emotional support scale. A multivariable model including all sociodemographic covariates and accounting for survey weights demonstrated that, compared with the lowest quartile of time on social media, being in the highest quartile (spending two or more hours per day) was significantly associated with decreased odds of having higher perceived emotional support (AOR 0.62, 95 % CI 0.40, 0.94). However, compared with those in the lowest quartile, being in the highest quartile regarding frequency of social media use was not significantly associated with perceived emotional support (AOR 0.70, 95 % CI 0.45, 1.09). In conclusion, while the cross-sectional nature of these data hinder inference regarding directionality, it seems that heavy users of social media may actually feel less and not more emotional support.

Evaluating PROMIS(®) instruments and methods for patient-centered outcomes research: Patient and provider voices in a substance use treatment setting

Article

Full-text available

Sep 2015
QUAL LIFE RES

Purpose: Our work as a primary research site of the Patient-Reported Outcomes Measurement Information System (PROMIS(®)), combined with support from the Patient-Centered Outcomes Research Institute, allowed us to evaluate the real-world applicability and acceptability of PROMIS measures in an addiction medicine setting. Methods: As part of a 3-month prospective observational study, 225 outpatients at a substance abuse treatment clinic completed PROMIS item banks for alcohol use (as well as 15 additional item banks from 8 other PROMIS domains, including emotional distress, sleep, and pain), with assessments at intake, 1-month follow-up, and 3-month follow-up. A subsample of therapists and their patients completed health domain importance ratings and qualitative interviews to elicit feedback regarding the content and format of the patients' assessment results. Results: The importance ratings revealed that depression, anxiety, and lack of emotional support were rated highest of the non-alcohol-related domains among both patients and clinicians. General alcohol use was considered most important by both patients and clinicians. Based on their suggestions, changes were made to item response feedback to facilitate comprehension and communication. Conclusions: Both therapists and patients agreed that their review of the graphical display of scores, as well as individual item responses, helped them to identify areas of greatest concern and was useful for treatment planning. The results of our pilot work demonstrated the value and practicality of incorporating a comprehensive health assessment within a substance abuse treatment setting.

Projections of global mortality and burden of disease from 2002 to 2030

Article

Jan 2006

Media multitasking in adolescence

Article

May 2016

Media use has been on the rise in adolescents overall, and in particular, the amount of media multitasking—multiple media consumed simultaneously, such as having a text message conversation while watching TV—has been increasing. In adults, heavy media multitasking has been linked with poorer performance on a number of laboratory measures of cognition, but no relationship has yet been established between media-multitasking behavior and real-world outcomes. Examining individual differences across a group of adolescents, we found that more frequent media multitasking in daily life was associated with poorer performance on statewide standardized achievement tests of math and English in the classroom, poorer performance on behavioral measures of executive function (working memory capacity) in the laboratory, and traits of greater impulsivity and lesser growth mindset. Greater media multitasking had a relatively circumscribed set of associations, and was not related to behavioral measures of cognitive processing speed, implicit learning, or manual dexterity, or to traits of grit and conscientiousness. Thus, individual differences in adolescent media multitasking were related to specific differences in executive function and in performance on real-world academic achievement measures: More media multitasking was associated with poorer executive function ability, worse academic achievement, and a reduced growth mindset.

Impact of social media on the health of children and young people

Article

Nov 2015
J Paediatr Child Health

This paper reviews the literature on the impact of social media on the health of children and young people. Relevant papers were identified from Medline, Embase and PsycINFO databases. The studies identified that the health impact of social media on children and young people was greatest on mental health and specifically in the areas of self-esteem and well-being, with related issues around cyberbullying and 'Facebook Depression', with an association between the use of social media and self-esteem and body image. However, it is difficult to determine the cause and effect, which is likely to be related to the nature of the young person. There is little work on the impact of social media on younger children. More research is needed to identify those most at risk of harm from social media and risk mitigation strategies to assist health-care professionals to provide essential education for parents and young people.

The consequences of media multitasking for youth: A review

Article

Jul 2015
COMPUT HUM BEHAV

Does multitasking with mobile phones affect learning? A review

Article

Aug 2016
COMPUT HUM BEHAV

Mobile phone multitasking is widely considered to be a major source of distraction in academic performance. This paper attempts to review the emerging literature by focusing on three questions concerning the influence of mobile phone multitasking on academic performance: (a) How does mobile phone multitasking impair learning? (b) Why does mobile phone use impair learning? (c) How to prevent from mobile phone distraction? We use multiple strategies to locate the existing research literature and identified 132 studies published during 1999-2014. The mobile phone multitasking and distractibility are reviewed in three major aspects: distraction sources (ring of mobile phone, texting, and social application), distraction targets (reading and attending), and distraction subjects (personality, gender, and culture). We also compare the results of these studies with the findings on mobile phone multitasking and driving, the earliest area of mobile phone multitasking research. Both limitations of existing research and future research directions are discussed.

Use of multiple social media platforms and symptoms of depression and anxiety: A nationally-representative study among U.S. young adults

Abstract

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