Wednesday, January 15, 2025
1/15/2025
Project Summary/Abstract Nearly all US adolescents use social media (SM), and nearly half report almost constant use. Adolescence is marked by emotional intensity, difficulties regulating emotions, and increased risk for psychopathologies like depression. Despite this, due to mixed findings in the literature, little is known about the effects of SM use (SMU) on healthy adolescent emotional development. One reason for inconclusive results could be failure to account for different ways adolescents engage in SMU, which could lead to varied outcomes. Additionally, no studies have examined SMU effects on emotion in both controlled lab settings and real-life contexts, nor have they considered objective indicators like physiological reactivity. This lack of nuance hinders understanding of how specific SMU activities impact adolescent emotions generally (when effects are experimentally manipulated) and during daily life. The proposed investigation aims to untangle the positive and negative emotional effects of SMU in adolescents using a multimethod approach. Specifically, it seeks to examine how distinct SMU types identified in my prior research affect adolescents in the moment, how they are used for emotion regulation, and their association with depressive symptoms. With funds from a parent grant, participants aged 13-17 (N=145) will be recruited from the community. Participants will first undergo a lab-based SMU experiment, engaging in one of four SMU types at a time: Belief- (e.g., sharing negative opinions), comparison- (e.g., body comparison), image (e.g., monitoring "likes"), and consumption-based (e.g., watching videos) SMU. Physiological indicators of emotion will be recorded alongside self-report measures of emotion. These findings will provide insight into how each SMU type makes adolescents feel, both objectively (physiological indicators of stress or regulation) and subjectively. Ecological momentary assessment (EMA) will be used in the week following the experiment, where participants will report their emotions, extent of engagement in each SMU type, and to what extent they engaged in each type to feel better or worse. This approach will elucidate how SMU types predict adolescent emotions and are used to influence their emotions in daily life. Furthermore, self-report measures will be employed to examine the association between weekly engagement in each SMU type and depressive symptoms, revealing how habitual SMU affects adolescent emotional wellbeing. By taking a nuanced approach to measuring the emotional effects of specific SMU types, this study holds promise to inform novel interventions that encourage healthy adolescent SMU habits. The research aims to achieve several training goals, including expertise in physiological assessment, honing EMA methodological and analytic skills, applying digital emotion regulation theory in adolescents, and advancing knowledge in adolescent mental health. The training team assembled to assist in achieving these goals has substantial expertise in emotion and mental health, EMA assessment, adolescent emotional development, and physiological assessment. With their support, I will develop the skills needed to foster my research program and career ambitions to become a NIH-funded academic researcher.
HHS’ Tracking Accountability in Government Grants System (TAGGS) website provides access to detailed descriptions of grants, loans, aggregated direct payments and other types of financial assistance awarded by the HHS Operating Divisions (OPDIVs) and the Office of the Secretary Staff Divisions (STAFFDIVs).