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A Thesis in the Field of Computer Science

for the Degree of Master of Science in Computer Science

Weber State University

[Month of Graduation] [Year]

Copyright 20XX [Author’s Name]

 Abstract

Introduction
 Adolescence is a period of rapid physical, psychological, and emotional

changes, with puberty timing playing a crucial role in shaping adolescents'

experiences and behaviors. Early puberty in girls can lead to risky behaviors and

emotional distress. Psychological development during adolescence involves identity

formation and managing increasing autonomy from parents, with heightened risk-

taking behaviors, especially among boys. Social pathways refer to the sequences of

institutional roles and activities adolescents engage in, shaped by broader societal

structures and cultural norms. The transition to adulthood has become more complex

due to economic restructuring and changes in educational and labor market demands.

Educational attainment and early parenthood are critical markers in the transition, and

their intersection with socioeconomic status complicates the life course trajectories of

adolescents. Social convoys, including friendships, family dynamics, and romantic

relationships, also play a vital role in shaping adolescent experiences. Social

responses to adolescent distress, particularly depression, can exacerbate challenges

and influence long-term outcomes.

Adolescence, a transitional phase of growth and development, is experienced

differently across various cultures and religions around the world. In many Western

cultures, adolescence is often marked by a quest for independence and self-identity,

influenced by individualistic values that emphasize personal choice and self-

expression. In contrast, in collectivist societies such as those in Asia, adolescence is

closely tied to familial and societal expectations, where the emphasis is on duty,

respect for elders, and community harmony. Religious traditions also shape

adolescent experiences significantly. For example, in Islamic cultures, the transition

to adulthood is often marked by religious milestones such as the attainment of

puberty, which brings new responsibilities in observing religious practices like fasting

during Ramadan and regular prayers. Similarly, Jewish adolescents undergo the Bar
or Bat Mitzvah, a rite of passage that signifies their moral and ethical responsibility

under Jewish law. In Hindu culture, rites of passage such as the Upanayana ceremony

are performed, symbolizing the adolescent's entry into a stage of learning and spiritual

development. These cultural and religious practices provide adolescents with a

structured framework for understanding their roles and responsibilities within their

communities, highlighting the diverse ways in which the journey from childhood to

adulthood is navigated around the globe.

Adolescents increasingly use social media for communication, leading to a

complex relationship between social media and psychosocial development. A

systematic review of 20 studies published between 2008 and 2019 found that social

media has potential risks such as excessive use, comparison, and cyberbullying.

However, social support from peers and parents may buffer these negative impacts.

Potential benefits include identity development and maintaining existing peer

relationships. The review recommends the development of interventions and mental

health care services to address these risks. Psychoeducation with adolescents and

parents is also recommended. Existing systematic reviews focus on specific

psychosocial dimensions, such as body image, eating disorders, depression, and

general mental health outcomes. Understanding global trends in the short- and long-

term impact of social media use may help anticipate the potential impact of social

media on adolescents' psychosocial development.

Research on the impact of social media on adolescents is crucial due to the

profound ways in which digital platforms influence their development, behavior, and

mental health. Adolescence is a critical period characterized by significant physical,

emotional, and cognitive changes, during which individuals are highly susceptible to

external influences. Social media, as a dominant presence in adolescents' lives, shapes

their self-identity, social relationships, and perceptions of the world. Studies indicate

that excessive social media use can lead to issues such as anxiety, depression, and

body image concerns due to constant exposure to curated and often unrealistic

portrayals of life and peer comparison. Moreover, the interactive nature of social

media means that adolescents are not merely passive consumers but active

participants, which can amplify both positive and negative experiences. For instance,

while social media can provide a sense of community and support, it can also expose

adolescents to cyberbullying and social exclusion. Understanding these dynamics

through research helps parents, educators, and policymakers develop strategies to

mitigate risks and promote healthy social media use, ensuring that these digital tools

contribute positively to adolescent development.

 Literature Review

The study titled "The Negative Effects of Social Media on the Social

Identity of Adolescents from the Perspective of Social Work," authored by Walaa

Elsayed, investigated the complex relationship between social media usage and the

development of social identity among adolescents. The research, published in

Heliyon, employs a descriptive-analytical approach to assess how social media

impacts adolescents' social identity formation. This literature review summarizes the

key findings and implications of the study, highlighting its significance in

understanding the role of social media in adolescent development. Elsayed examines

the impact of social media on adolescent social identity. The author uses a

questionnaire based on James Marcia's theory and surveyed 200 adolescents aged 15-

18. The findings reveal negative impacts on adolescents' social identity, including

delayed identity achievement, identity foreclosure, identity diffusion, and concerns

about privacy and intellectual development. The study emphasizes the importance of

ethical standards, informed consent, confidentiality, parental guidance, and

institutional support. It calls for a holistic approach to address the negative effects of

social media on adolescent identity formation, focusing on longitudinal studies to

understand long-term effects and interventions. The findings can help stakeholders

support adolescents in developing a strong sense of self in the digital age.

Valerie Steeves' research, "Pretty and Just a Little Bit Sexy, I Guess:

Publicity, Privacy, and the Pressure to Perform 'Appropriate' Femininity on

Social Media" from the book eGirls, eCitizens, explores the dynamics of privacy,

publicity, and the performance of femininity on social media. The chapter investigates
how girls and young women navigate the pressures of presenting themselves in a

manner deemed "appropriate" within the digitally networked society. Drawing on

interviews and focus groups conducted with girls aged 15-22 in Ontario, Canada, the

study highlights the complex interplay of personal autonomy, societal expectations,

and commercial influences in shaping online identities. The chapter explores

"bedroom culture," a 1976 concept promoting girls' freedom to explore identities,

evolving with personal technologies blurring the lines between private and public

spaces. The eGirls Project, conducted in 2013, examined the experiences of girls and

young women on social media. Researchers conducted interviews and focus groups

with participants from urban and rural Ontario settings, examining their use of

interactive online media such as social networking, blogging, and user-generated

video sites. The study found that girls face pressure to conform to societal standards

of femininity, privacy and publicity, commercial influences, and control over their

online identities. To promote equality, safeguarding privacy and providing tools to

control online presence can help create spaces for girls to explore their identities

without succumbing to societal pressures, researchers explain.

The journal article, "Research on Adolescence in the Twenty-First

Century," authored by Robert Crosnoe and Monica Kirkpatrick Johnson, provides a

comprehensive review of contemporary research on adolescence. The authors utilize a

life course framework to explore the various pathways adolescents navigate, including

physical, psychological, interpersonal, and institutional dimensions. This review not

only highlights the advances in understanding these pathways but also addresses the

broader societal and historical contexts influencing adolescent development. Crosnoe

and Johnson's highlights the advancements in methodology and the complexities of

adolescent development. They focus on three main strands: developmental

trajectories, social pathways, and social convoys. The review emphasizes the
importance of early puberty, psychological development, social pathways, and social

convoys in shaping adolescent experiences. Future directions include integrating

biological, behavioral, and contextual data, linking adolescence to other life stages,

and accounting for major social changes.

Research on the influence of social media on adolescent identity formation is

crucial due to its multifaceted impact on young individuals' development.

Contemporary studies, such as those by Elsayed (2021) and Crosnoe and Johnson

(2011), highlight the profound effects of media consumption on adolescents'

psychological and social trajectories. Elsayed's work demonstrates how social media

can both delay identity achievement and foster superficial self-conceptions, while

Crosnoe and Johnson emphasize the complexity of adolescence, shaped by

developmental trajectories and social pathways influenced by digital interactions.

Furthermore, Sullivan and Platenburg's (2017) analysis reveals that media tailored for

specific racial identities can simultaneously strengthen individual racial centrality and

perpetuate societal stigmas. These findings underscore the need for nuanced,

multidisciplinary research to understand and address the dual-edged nature of social

media's influence on identity, ultimately guiding interventions that support healthier

developmental outcomes for adolescents.

 Methodology

Detailed Questionnaire for Google Form

Section 1: Demographics

1. What is your age?

o 13
o 14
o 15
o 16
o 17
o 18
2. What is your gender?
o Male
o Female
o Non-binary/Third gender
o Prefer not to say
3. Which social media platforms do you use regularly? (Select all that apply)
o Instagram
o TikTok
o Snapchat
o Facebook
o Twitter
o Other (please specify)

Section 2: Self-Identity Development 4. How often do you use social media

platforms?

 Less than 1 hour per day

 1-2 hours per day
 3-4 hours per day
 5-6 hours per day
 More than 6 hours per day
 5. On a scale from 1 to 5, how much do you agree with the statement: "Social
media helps me understand who I am."
o 1 (Strongly disagree)
o 2 (Disagree)
o 3 (Neutral)
o 4 (Agree)
o 5 (Strongly agree)
6. What types of content do you engage with most on social media? (Select all
that apply)
o Influencers
o Friends
o Celebrities
o Educational content
o Entertainment content
o Other (please specify)
7. Have you ever changed your personal interests or hobbies based on what you
see on social media?
o Yes (If yes, please provide an example)
o No

Section 3: Social Relationships 8. How many hours per day do you spend interacting
with friends on social media?

 Less than 1 hour

 1-2 hours
 3-4 hours
 5-6 hours
 More than 6 hours

9. On a scale from 1 to 5, how much do you agree with the statement: "Social
media makes it easier for me to make new friends."
o 1 (Strongly disagree)
o 2 (Disagree)
o 3 (Neutral)
o 4 (Agree)
o 5 (Strongly agree)
 10. How often do you communicate with your friends primarily through social
media rather than in person or via phone calls?
o Always
o Often
o Sometimes
o Rarely
o Never
11. Have you experienced any conflicts with friends due to social media
interactions?
o Yes (If yes, please describe the situation)
o No

Section 4: Perceptions of the World 12. How often do you come across news or
educational content on social media? - Always - Often - Sometimes - Rarely - Never

13. On a scale from 1 to 5, how much do you agree with the statement: "Social
media helps me stay informed about global issues."
o 1 (Strongly disagree)
o 2 (Disagree)
o 3 (Neutral)
o 4 (Agree)
o 5 (Strongly agree)
14. Have you ever changed your opinion on a social or political issue based on
something you saw on social media?
o Yes (If yes, please provide an example)
o No
15. How frequently do you see content from cultures or communities different
from your own on social media?
o Always
o Often
o Sometimes
o Rarely

Never
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