Identifying social media behaviors that generate social connections and mitigate distress in early adolescence - Project Summary Early adolescence is a critical developmental period marked by rapid socio-emotional changes and increased vulnerability to mental health issues, with long-term implications into adulthood. This stage involves biological maturation that heightens sensitivity to social rewards and prompts a shift toward peer-oriented relationships, which are closely linked to the onset of stress-related disorders such as depression and anxiety. In the U.S., this period often overlaps with the transition from elementary to middle school, presenting additional social challenges. At the same time, digital technology has transformed the adolescent social environment: 95% of adolescents have smartphone access, and 96% use the internet daily. Social media use during this stage interacts with neurodevelopmental sensitivity to social cues, amplifying both risks and opportunities for mental health. While much research has focused on the negative impacts of social media (e.g., cyberbullying), its features can also support healthy peer connections and foster a sense of belonging that can help mitigate against stress-related psychopathology and help build resilience. Despite the growing role of social media in adolescents’ life, however, little is known about how early adolescents, as new users, engage with social media to navigate peer relationships and promote well-being. This proposal investigates how approach-oriented social media behaviors (e.g., reacting to and sharing content with peers) foster social connection and reduce mental health risks in early adolescence. We take a multimodal approach that integrates physiological tools, ecological momentary assessment (EMA), and community-based participatory research (CBPR), and focuses on early adolescence (ages 12–14 years) which represents a critical period for emerging social media use and vulnerability. In Aim 1, we examine behavioral and physiological responses to adaptive social media use in a lab setting, using developmentally-relevant stimuli co-created with a youth advisory board. We will assess how engaging with peers online promotes connectedness, reduces distress (via self-report and physiological measures), and builds resilience to depression and anxiety. In Aim 2, we explore how these behaviors, along with social connectedness and mental health symptoms, unfold in daily life through EMA. By combining lab-based and real-world methods, we aim to identify digital behaviors that strengthen peer relationships, reduce momentary distress, and support mental health. Taken together, this research will highlight the potential benefits of positive social media use during a critical time of transition for adolescents and lay the groundwork for a longitudinal program on adolescent development and mental health.
