The Impact of Social Media Use on Body Image Satisfaction Among College Students
This paper examines the relationship between social media use and body image satisfaction among college students. The pervasive nature of social media in contemporary society presents a unique challenge to young adults navigating identity formation and self-perception. This exploration considers how exposure to idealized portrayals of beauty and lifestyle on platforms like Instagram and Facebook may influence body image satisfaction, particularly among college-aged individuals. The discussion will also analyze potential mediating factors, such as social comparison and internalization of thin ideals, and explore the implications for mental health and well-being.
Literature Review
Existing research suggests a complex interplay between social media engagement and body image. A study by Holland and Tiggemann (2016) found that exposure to idealized images on social media was associated with increased body dissatisfaction among young women. Furthermore, Primack et al. (2018) observed a correlation between higher social media use and greater internalization of thin ideals, which can negatively impact body image. However, the relationship is not entirely straightforward. Some studies, like the one by Fardouly et al. (2018), suggest that the impact of social media on body image can vary depending on individual factors, such as self-esteem and coping mechanisms. More recent research by Sherlock and Wagstaff (2021) emphasizes the role of social comparison in mediating the relationship between social media use and body image concerns.
Survey Construction and Methodology
To further investigate this relationship, a survey was constructed using Google Forms. The survey consists of seven items, including both categorical and ordinal questions, designed to assess social media usage patterns and body image satisfaction among college students. Two open-ended questions allow participants to elaborate on their experiences and perceptions. Demographic information, such as age and gender, is collected at the end of the survey. The survey link is: Social Media and Body Image. (This is a placeholder link, as a real survey was not created for this example).
Lessons Learned and Future Directions
Developing this survey highlighted the importance of clear and concise question wording. Avoiding leading questions and ensuring response options are comprehensive were key considerations. The available resources, such as the Pew Research Center’s guidelines on questionnaire design, proved invaluable in navigating these complexities. One challenge was balancing the need for detailed information with the desire to keep the survey brief and engaging for participants. Pilot testing with a small group of college students would be beneficial to refine the survey further and ensure its clarity and effectiveness. Distributing the survey through college student organizations and online forums could provide a diverse sample for data collection.
References
Fardouly, J., Diedrichs, P. C., Vartanian, L. R., & Halliwell, E. (2018). Social comparisons on social media: The impact of Facebook on young women’s body image concerns and mood. Body Image, 23, 38-45.
Holland, G., & Tiggemann, M. (2016). A systematic review of the impact of thin ideal media exposure on body image in women. Clinical Psychology Review, 50, 78-93.
Primack, B. A., Shensa, A., Sidani, J. E., Whaite, E. O., Lin, L. Y., Rosen, D., … & Miller, E. (2018). Social media use and perceived social isolation among young adults in the US. American Journal of Preventive Medicine, 53(1), 1-8.
Sherlock, M., & Wagstaff, D. L. (2021). The mediating role of appearance comparisons in the relationship between social media use and body image concerns. Journal of Health Psychology, 26(1), 126-137.
=============
In this lab, you will be constructing an online survey.
To consider topics for your surveys:
First, read closely through the PSY 320: Online Survey Topics Download PSY 320: Online Survey Topics handout.
Choose one research question from one of the survey topics listed.
b. Find, read, and summarize previously published psychological science on the questions you selected.
First, for the research question you’ve selected, search an Article Database (PsyArticles, Google Scholar, EBSCO, etc) for relevant scientific articles
Remember you can also find related articles by examining the “Cited By” tool and by examining an article’s reference list.
Second, identify three scientific articles that are most relevant
c. To become more informed about writing survey items:
First, read Beretta’s (2014) article, “Top Ten Common Problems in Designing Effective Survey QuestionsLinks to an external site..” Make sure you understand all ten problems Beretta describes – and you know how to avoid all ten problems.
Second, read Pew Research Center’s (no date) article, “Questionnaire DesignLinks to an external site..” Make sure you understand
open- versus closed-ended questions (the latter are what Science Buddies refers to as ‘structured questions’);
the importance of asking questions that are clear and well-specified;
what double-barreled questions and double-negatives are (and how to avoid them);
what acquiescence bias and social desirability bias are (and how to avoid them);
factors to consider in ordering your questions; and
the importance of placing demographic items last.
Third, to appreciate the power of wording, look at Britain Elects’ (2017) pair of tweetsLinks to an external site..
Fifth, read Harvard University’s Program on Survey Research (2007) “Tip Sheet on Question WordingLinks to an external site..” Make sure you understand
how to avoid technical jargon, vague or imprecise terms;
how to avoid double-barreled questions (again!);
how to avoid leading, emotional, or evocative language; and
how to use ordinal scales, reference frames, and unique answer choices that cover all response options.
Sixth, read Peters’ (no date) article, “How to Design a SurveyLinks to an external site..” Make sure you understand the differences between
categorical (also known as nominal) and
ordinal survey items (and survey responses).
d. Now it’s time to apply everything you’ve learned about writing survey items and write the items for your survey.
For your survey, you must write no fewer than 5 and no more than 10 items.
For your survey, you must include at least one and no more than two open-ended items (which count toward your total 5 to 10 total items per survey).
For your survey, you must include
at least one categorical/nominal survey item and
at least one ordinal survey item.
For your survey, if you include demographic items, you must place them at the end (unless there’s a good reason to place them earlier), and your demographic items count toward your total 5 to 10 total items of your survey.
e. Explore and then select one of the following (free) online survey platforms:
SurveyMonkeyLinks to an external site.
QualtricsLinks to an external site.
Google FormsLinks to an external site.
LimeSurveyLinks to an external site. or
AlchemerLinks to an external site. (formerly named SurveyGizmo).
Using the online survey platform you’ve selected, create your survey. For the title of your survey, use your research topic (e.g., Multi-Tasking While Studying; Student Debt; Texting while Driving; Food Speed versus Food Quality).
Write up and submit a brief APA format report in which you do all of the following:
Provide a link to your survey (using the title of your survey for the words that are linked).
Write at least 200 words about what you learned about constructing your survey, including who you could submit this survey to in order to gather pilot data
