Platforms Used, Purpose of Use and Effects of Social Media Engagement on Adolescent Self-Esteem in Selected High Schools of Lemi Kura Sub-City,
No Thumbnail Available
Date
2025-05
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Addis Ababa, Ethiopi
Abstract
This study examined the platforms used and purposes of social media usage, as well as the
effects of social media engagement on adolescents’ self-esteem in Lami Kura sub-city, Addis
Ababa. A convergent parallel mixed-method design was employed, integrating both quantitative
and qualitative approaches. Quantitative data were collected through standardized self administered questionnaires, while qualitative data were gathered through key informant
interviews. Stratified random sampling ensured representation across public and private
schools, with 379 students who had smartphone access randomly selected to complete the
survey. Purposive sampling was used to select five key informant teachers to provide nuanced
insights into students’ social media engagement. Quantitative measures included the Social
Media Engagement Scale for Adolescents (SMES-A) and the Rosenberg Self-Esteem Scale
(RSES). Results indicated that YouTube, TikTok, Instagram, and Telegram were the most
accessed platforms. Adolescents used social media for academic, social, and recreational
purposes. A significant negative correlation was found between social media engagement,
particularly the affective and language dimensions, and self-esteem. Teachers expressed
concerns about emotional dependency and reduced academic focus linked to social media use.
The findings highlight the need for digital literacy programs, context-sensitive interventions, and
parental guidance to promote healthier digital habits. The study recommends collaboration
among schools, families, and policymakers to encourage balanced social media use that
supports adolescents’ psychosocial well-being and academic success.
Description
Keywords
social media, self-esteem, adolescent, benefit, teachers, and school.