An Exploration of the Association between Social Media Usage and Self-Esteem among Young Adults: A Correlational Study

Abstract

Social media has become deeply integrated into the daily lives of college students, raising concerns about its potential impact on psychological well-being. The present study examined the relationship between social media addiction and self-esteem among college students and further explored whether gender differences exist in these variables. A quantitative correlational research design was employed to address these objectives. The sample consisted of 178 college students who voluntarily participated in the study. Social media addiction was measured using the Bergen Social Media Addiction Scale (BSMAS), and selfesteem was assessed using the Rosenberg Self-Esteem Scale (RSES). Data were analysed using descriptive statistics, independent samples t-tests, and Pearson correlation analysis. The results indicated moderate levels of both social media addiction (M = 16.29, SD = 4.66) and selfesteem (M = 16.25, SD = 4.06). Independent samples t-tests revealed no statistically significant gender differences in social media addiction, t (176) = –0.715, p = .476, or in self-esteem, t (176) = 0.036, p = .971, suggesting that male and female students experience similar levels of these variables. However, a statistically significant negative correlation was found between social media addiction and self-esteem, r (176) = –.588, p < .001, indicating that higher levels of addictive social media use are associated with lower self-esteem. These findings are consistent with social comparison theory, which suggests that individuals evaluate their self-worth through comparisons with others. In the context of social media, where content is often idealized and selectively presented, such comparisons may lead to negative self-evaluations and diminished self-esteem. The study highlights the potential psychological risks associated with excessive social media use and underscores the importance of promoting balanced and mindful digital engagement. The findings have implications for mental health professionals, educators, and policymakers in developing interventions and awareness programs. Future research should adopt longitudinal designs to establish causal relationships and explore mediating variables such as personality traits, social comparison, and perceived social support.