THE IMPACT OF SOSIAL MEDIA ON ENVIROMENTAL BEHAVIOUR

ADOLESCENTS

Elisa Setiawati, Mala Riani, Yefa Azzahrah.fz

Faculty of Tarbiyah and teacher training

UIN Raden Intan Lampung, 35131 Sukarame, Lampung, Indonesia

ABSTRACT: This study explores the complex influence of social media on adolescent
environmental behavior. While social media platforms like Instagram and TikTok often
showcase consumerist lifestyles, potentially fostering unsustainable habits, they also hold
immense potential for promoting environmental awareness and action. Drawing on Cultivation
Theory, Social Learning Theory, Social Identity Theory, Social Norm Theory, and the Diffusion
of Innovations Theory, the research examines the multifaceted nature of this influence. The study
integrates these theories with individual factors like personality and cultural background to
provide a more comprehensive understanding. An online survey was conducted in Indonesia
with 41 teenagers aged 19-22. The findings reveal high social media use and frequent exposure
to environmental content. Encouragingly, a majority of respondents reported taking
environmental actions after seeing social media content. However, a significant portion also
agreed that social media influences them to buy unnecessary things.The study highlights the need
for media literacy interventions to equip teenagers with critical thinking skills for navigating
online content. By promoting responsible social media use and amplifying positive
environmental content, social media can be harnessed as a powerful tool for fostering positive
change in adolescent environmental behavior.

Keywords: Social media, adolescents, environmental behavior, Cultivation Theory, Social

Learning Theory, Social Identity Theory, Social Norm Theory, Diffusion of Innovations Theory,
media literacy

INTRODUCTION

Social media not only affects the way teens communicate, but also how they perceive and
interact with the environment around them. Platforms like Instagram and TikTok often feature
images and videos that promote an idealistic lifestyle focused on consumption and materialism.
This can encourage teens to adopt unsustainable values and habits, such as buying things they
don't need, littering and overusing natural resources. On the other hand, social media can also be
a powerful tool to promote environmental awareness and encourage collective action to protect
the planet. Online campaigns, petitions and social movements on social media can reach millions
of people and galvanize support for environmental issues such as climate change, pollution and
deforestation. Teens who connect with online communities that care about the environment can
be inspired to take action in their own communities, such as cleaning up parks, planting trees, or
reducing plastic consumption. It is important to note that the impact of social media on
adolescents' language and environmental behavior is not always uniform. Individuals'
experiences with social media may vary depending on factors such as personality, values,
cultural background, and the type of social media they use. Therefore, it is important to conduct
further research to understand these complex impacts more thoroughly and develop effective
strategies to help adolescents utilize social media responsibly and sustainably. By combining an
understanding of the impact of language and environmental behaviors with knowledge of how
adolescents use social media, we can better develop interventions that target their needs and
interests. These interventions can help adolescents develop critical media literacy, effective
communication skills, and strong environmental awareness, so that they can become responsible
social media users and agents of positive change in the world.
LITERATURE OF THEORY

Social media has become an undeniable force that shapes teenagers' experiences. This influence
goes beyond communication styles, and impacts how adolescents perceive and interact with their
surroundings. Here, we will explore the interaction between social media and adolescent
behavior through the lens of established theories, integrating theories and considering individual
factors to provide a more comprehensive understanding. On the one hand, platforms like
Instagram and TikTok often present a contrived reality that emphasizes consumerism and
materialism. Cultivation theory, proposed by George Gerbner and Larry Gross (1976), states that
prolonged exposure to this kind of content can foster certain beliefs and values. Adolescents who
are bombarded with images of "idealized" materialistic lifestyles may be more prone to
unsustainable habits such as overconsumption, littering, and overuse of resources.

Social Learning Theory, proposed by Albert Bandura (1977), reinforces this idea by explaining
that teenagers may mimic the behaviors they observe on social media. When they see influencers
and celebrities promoting a consumptive and environmentally unfriendly lifestyle, they may be
encouraged to follow that behavior. However, social media can also be a powerful tool for
environmental awareness and action. Social Identity Theory, proposed by Henri Tajfel and
Turner (1986), suggests that teenagers who connect with online communities concerned with
environmental protection may develop a sense of collective identity and be motivated to adopt
pro-environmental behaviors. Social Norm Theory, proposed by Muzafer Sherif (1935), explains
that teens who are surrounded by friends who care about the environment are more likely to
adopt similar behaviors. Social media platforms can facilitate these connections and help teens
establish new and positive social norms. The Diffusion of Innovations Theory, proposed by
Everett M. Rogers (1962), suggests that social media can be used to spread information about
environmental issues and encourage collective action. Online campaigns and social movements
can reach millions of people and galvanize support to combat climate change, pollution and
deforestation.

It is important to remember that the impact of social media on adolescents is multifaceted. Social
Cognitive Theory, proposed by Albert Bandura (1986), emphasizes the interaction between
personal characteristics, environmental influences and behavior. Factors such as personality,
values, cultural background and preferred social media platforms can influence how teens
respond to online content. By understanding how teens use social media and the motivations
behind their online behavior, we can develop effective interventions. The Theory of Use and
Gratification, proposed by Elihu Katz, Jay Blumler, and Michael Gurevitch (1974), can help us
understand why teens use social media and how these platforms can fulfill their needs. Media
Literacy Theory, proposed by W. James Potter (2012), can help us equip teens with critical
thinking skills to navigate online content and develop responsible social media habits.

Moreover, Social media is a double-edged sword for adolescents' environmental language and
behavior. Negative impacts such as over-consumption and environmentally unfriendly habits can
be triggered by content that promotes materialism and imitation of influencer behavior.
However, social media also has great potential for environmental awareness and action. Online
communities concerned with the environment can promote a sense of collective identity and
encourage positive social norms. Online campaigns and social movements can spread
information and rally support to combat environmental issues.

FINDINGS AND DISCUSSIONS

An online questionnaire survey was conducted with 41 teenagers aged 19-22 in Indonesia, asking
each of them 5 pre-made questions. The survey asked about:

Result:
 How often do you use social media platforms like Instagram and TikTok?
o 78% daily
o 7,3% several
o 4,9% one a week
o 0% less than one a week
o 9,8% never
 How often do you see content relate to environmental issues (climate change,
pollution, devorestation) on social media?
o 61% very often
o 31,7% often
o 39% sometimes
o 14,6% rarely
o 12,2% never
 Have you ever taken any environmental actions (cleaning up parks, planting
trees, reducing plastic consumption) after seeing something on sociaal media ?
o 61% yes.
o 31,7% no.
o 7,3% if yes, please describe action (s) you took below.
 To what extent do you agree with the following statements : "Social media makes
me want to buy things I don't necessarily need.
o 14,6% strongly agree
o 39% agree
o 22% neutral
o 17,1% disagree
o 7,3% strongly disagree
 How confident are you in your ability to critically evaluate the information you
see on social media?
o 24,4%very confident
o 14,6% somewhat confident
o 43,9% neutral
o 12,2% somewhat no confident
o 4,9% not confident at all

High Social Media Use and Environmental Content Exposure:

 The survey found that a very high percentage (78%) of respondents use social media
platforms like Instagram and TikTok daily.
 Additionally, a majority of respondents (61% very often and 31.7% often) see content
related to environmental issues on social media.
These findings suggest that social media is a significant part of teenagers' lives and
environmental content is reaching a large audience.
Social Media and Environmental Action:
 Encouragingly, a majority of respondents (61%) reported taking environmental actions
after seeing something on social media.
This suggests that social media can be a powerful tool for inspiring positive
environmental behavior in adolescents.
Social Media and Materialism:
 However, the survey also revealed a potential downside. A significant portion of
respondents (53.6%, agree and strongly agree) agreed that social media makes them want
to buy things they don't necessarily need.
This finding aligns with the introduction's mention of Cultivation Theory, suggesting
social media exposure to materialistic content might influence buying habits.
Critical Media Literacy:
  A concerning finding is that a large portion of respondents (43.9%) were neutral on their
confidence in evaluating social media information critically.
This highlights the need for interventions that promote media literacy, as suggested in the
introduction.

The findings support the multifaceted nature of social media's influence on adolescent
environmental behavior.

 Positive Impact: Social media exposure to environmental content can inspire pro-
environmental actions (confirmed by the survey). This aligns with Diffusion of
Innovations Theory and Social Identity Theory (mentioned in the introduction) where
social media can spread awareness and foster a sense of collective responsibility.
 Negative Impact: Social media content can also promote materialism, potentially
leading to unsustainable habits (partially confirmed by the survey). This aligns with
Cultivation Theory (mentioned in the introduction).
 Need for Media Literacy: The findings show a need to improve critical thinking
skills (as highlighted in the introduction) to navigate social media effectively. Media
Literacy Theory can help adolescents evaluate online information more thoughtfully.

Social media presents both opportunities and challenges regarding adolescent

environmental behavior. While it can inspire positive action, its potential to promote
materialism cannot be ignored. Future research (as suggested in the introduction) should
explore how individual factors and social media platform design can influence these
outcomes. By promoting media literacy and highlighting positive environmental content,
we can help teenagers become responsible social media users and agents of positive
change for the planet.

REFERENCES

(Eds.), T. C. (2012). Cultivating Environmental Concern, Environmental Psychology: Research,

Applications, and Policy (2nd Ed.), 321-339. sage publications.

Bandura, A. (1977). Social Learning Theory. stanford: plato standford edu.

George Gerbner, L. G. (1986). Cultivation Analysis: An Overview. Dalam Media, Culture &
Society, Vol. 7(3), 221-244. . pbworks.

Rogers, E. M. (1962). Diffusion of innovations. new york free press.

Sherif, M. (1935). A study of attitude change. Psychological Review, 42(6) 290-315.

Tajfel, H. &. (1986). An integrative theory of intergroup conflict. Social psychology of

intergroup relations. 91-133.

Wikipedia. (27 April 2024). Cultivation theory.

Wikipedia. ( 16 March 2024). Social Identity Theory, Henri Tajfel dan Turner . USA.
APPENDIXES

Picture 1.1 42 participants

Picture 1.2 Question 1

Picture 1.3 Question 2

Picture 1.4 Question 3

Picture 1.5 Question 4

Picture 1.6 Question 5