WOMEN’S UNIVERSITY IN AFRICA

FACULTY OF SOCIAL AND GENDER TRANSFORMATIVE SCIENCES

DEPARTMENT OF SOCIAL WORK

EXPLORING HOW SOCIETAL EXPECTATIONS OF MASCULINITY

CONTRIBUTE TO MENTAL HEALTH ISSUES AMONG MEN IN MABELREIGN
AREA,ZIMBABWE.

BY

TRINITY S

W221621

SUPERVISOR: MS GWAZE

A DISSERTATION SUBMITTED TO THE WOMEN’S UNIVERSITY IN AFRICA IN

PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DIPLOMA IN
SOCIAL WORK

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 DECLARATION

I, Trinity hereby declare that this dissertation submitted to Women’s University in Africa for
the Diploma in Social Work has never been previously submitted by me for a degree at this
or any other university, that this is my own work in design and execution and that all material
contained therein has been duly acknowledged.

Signed

…………………………………………………………..

Date

……………………………………………………………

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 RELEASE FORM

NAME OF STUDENT : TRINITY SUHWA NDHOKOYO

STUDENT NUMBER : W222071

TITLE OF RESEARCH: THE EFFECTS OF SPCIAL MEDIA ON ADOLESCENT

MENTAL HEALTH.A STUDY OF GOROMONZI.

PROGRAMME: DIPLOMA IN SOCIAL WORK

YEAR OF COMPLETION : 2025

Permission is hereby granted to Women’s University in Africa to produce duplicates of this

dissertation and to lend or sell such copies for private, scholarly or scientific purposes only.
The author does not reserve other publication rights and neither the dissertation nor extensive
extracts from it may be printed or otherwise reproduced without the author’s consent and
written permission.

SIGNED …………………………………………………………….

DATE…………………………………………………..

CONTACT DETAILS:

CELL NUMBER : +263 78 217 3324

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APPROVAL FORM

iv
LIST OF ACRONYMS
MOH – Ministry of Health

MSW – Ministry of Social Welfare

UNICEF – United Nations Children’s Fund

v
LIST OF TABLES

Table 4.1 : Demographic information of participants

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ABSTRACT

This qualitative study explores the relationship between social media use and mental health
among adolescents in Goromonzi. Chapter One provides an introduction to the study,
outlining the context, background, and significance of the research, as well as the research
question and objectives. Chapter Two reviews the existing literature on social media use and
mental health, examining the theoretical frameworks, conceptual models, and empirical
studies that underpin the research. Chapter Three describes the research methodology,
including the qualitative approach, sampling strategy, data collection methods, and data
analysis procedures used to gather and analyze data from 8 participants and 3 key
informants. Chapter Four presents the findings, revealing the complex dynamics of social
media’s impact on adolescent mental health, including themes such as cyberbullying, social
comparison, fear of missing out (FOMO), and emotional distress. Chapter Five concludes
the study, summarizing the key findings, implications, and contributions, and providing
recommendations for future research, policy, and practice to promote healthy social media
use and support adolescent mental health. This study contributes to a deeper understanding
of the intersection of social media and adolescent mental health, informing strategies to
support the well-being of adolescents in the digital age.

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 DEDICATION

I would like to dedicate this dissertation to my family. They have been supoortive throughout
this study.

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 ACKNOWLEDGEMENTS

I would like acknowledge the ministry of social welfare for giving me permission to carry out
my research. I also that the participants who gave the data that led to the success of the study.
I acknowledge the work of my supervisor Ms Gwaze who worked with me tirelessly towards
the success of this masterpiece. What am I without my family? I am bound to express my
gratitude to my family for their unwavering support. To my friends, I am grateful!.

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 TABLE OF CONTENTS

CONTENTS PAGE
APPROVAL FORM..................................................................................................................................iv
LIST OF ACRONYMS...............................................................................................................................v
LIST OF TABLES......................................................................................................................................vi
ABSTRACT............................................................................................................................................vii
DEDICATION..................................................................................................................................viii
ACKNOWLEDGEMENTS................................................................................................................ix
TABLE OF CONTENTS....................................................................................................................x
CHAPTER ONE........................................................................................................................................1
1.1 INTRODUCTION...............................................................................................................................1
1.2 BACKGROUND OF THE STUDY.........................................................................................................1
1.3 STATEMENT OF THE PROBLEM........................................................................................................5
1.4 STUDY AIM.......................................................................................................................................6
1.5 OBJECTIVES......................................................................................................................................6
1.6 JUSTIFICATION OF THE STUDY.........................................................................................................7
1.7 DEFINITION OF KEY TERMS..............................................................................................................8
1.8 DISSERTATION OUTLINE..................................................................................................................8
1.9 CHAPTER SUMMARY......................................................................................................................11
CHAPTER TWO.....................................................................................................................................11
2.0 INTRODUCTION.............................................................................................................................11
2.1 THEORETICAL FRAMEWORK..........................................................................................................12
2.2 THE EFFECTS OF SOCIAL MEDIA ON ADOLESCENTS' MENTAL HEALTH..........................................15
2.3 THE COPING MECHANISM USED BY ADOLESCENCE TO DEAL WITH NEGATIVE EFFECTS OF SOCIAL
MEDIA ON THEIR MENTAL HEALTH.....................................................................................................19
2.4 STRATEGIES FOR IMPROVING ADOLESCENCE MENTAL HEALTH IN THE CONTEXT OF SOCIAL
MEDIA USE..........................................................................................................................................24
2.5 RESEARCH GAPS............................................................................................................................28
2.6 CHAPTER SUMMARY......................................................................................................................30
CHAPTER THREE..................................................................................................................................31
3.1 INTRODUCTION.............................................................................................................................31
3.2 RESEARCH APPROACH...................................................................................................................31
3.3 RESEARCH DESIGN.........................................................................................................................32
3.4 RESEARCH PARADIGM...................................................................................................................34
3.5 STUDY SETTING..............................................................................................................................35
3.6 TARGET POPULATION....................................................................................................................35

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3.7 SAMPLING TECHNIQUE AND SAMPLE SIZE....................................................................................37
3.8 DATA COLLECTION METHODS AND RESEARCH INSTRUMENTS.....................................................39
3.9 RESEARCH PROCEDURE.................................................................................................................40
3.10 DATA TRUSTWORTHINESS...........................................................................................................41
3.11 DATA ANALYSIS AND APPROACH.................................................................................................43
3.12 ETHICAL CONSIDERATION............................................................................................................44
3.13 LIMITATIONS................................................................................................................................45
3.14 CHAPTER SUMMARY....................................................................................................................47
CHAPTER 4: PRESENTATION OF FINDINGS...........................................................................................48
4.0 INTRODUCTION.............................................................................................................................48
4.1 DEMOGRAPHIC INFORMATION OF PARTICIPANTS........................................................................48
4.2 THE EFFECTS OF SOCIAL MEDIA ON ADOLESCENTS' MENTAL HEALTH..........................................49
4.3 COPING MECHANISMS USED BY ADOLESCENTS TO DEAL WITH NEGATIVE EFFECTS.....................51
4.4 STRATEGIES TO IMPROVE ADOLESCENT MENTAL HEALTH IN THE CONTEXT OF SOCIAL MEDIA USE
.............................................................................................................................................................54
4.5 DATA ANALYSIS..............................................................................................................................56
4.6 CHAPTER SUMMARY......................................................................................................................61
CHAPTER 5: SUMMARY, CONCLUSION, AND RECOMMENDATIONS....................................................61
5.1 INTRODUCTION.............................................................................................................................61
5.2 DISCUSSION OF FINDINGS.............................................................................................................61
5.3 CONCLUSIONS...............................................................................................................................63
5.4 IMPLICATIONS FOR PRACTICE........................................................................................................65
5.5 RECOMMENDATIONS....................................................................................................................67
5.6 FOCUS FOR FUTURE STUDY...........................................................................................................68
5.7 CHAPTER SUMMARY.....................................................................................................................69
REFERENCES........................................................................................................................................70
APPENDICES.........................................................................................................................................72
APPENDIX 1 :INTERVIEW GUIDE..........................................................................................................72

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CHAPTER ONE
1.1 INTRODUCTION
The relationship between social media use and mental health among adolescents has become
a pressing concern in recent years. As social media continues to play an increasingly
prominent role in the lives of young people, it is essential to understand the complex
dynamics at play. This chapter provides an introduction to the study, outlining the context,
background, and significance of the research. It sets the stage for an in-depth exploration of
the experiences of adolescents in Goromonzi regarding social media influences on their
mental health.

1.2 BACKGROUND OF THE STUDY

The widespread adoption of social media among adolescents has become a pressing concern
globally, with many researchers investigating its effects on mental health outcomes.
According to the World Health Organization (2019), approximately 60% of adolescents
worldwide use social media, with many spending more than 4 hours per day on these
platforms. This extensive use of social media has led to a growing body of research on its
impact on adolescent mental health, with studies consistently showing that excessive social
media use is linked to increased symptoms of depression, anxiety, and loneliness among
adolescents (Király et al., 2020; Hertz et al., 2020; Gentile et al., 2020). For instance, a study
by Best et al. (2020) found that adolescents who spent more time on social media were more
likely to experience online harassment, which can have serious consequences for their mental
health. Furthermore, social media use has also been linked to decreased self-esteem, body
image concerns, and sleep disturbances among adolescents (Wang et al., 2020; Gentile et al.,
2020). The global nature of this issue highlights the need for a comprehensive understanding
of the impact of social media on adolescent mental health.

The impact of social media on adolescents' mental health has become a pressing concern
globally. Research suggests that excessive social media use can have negative effects on
mental health, including increased symptoms of depression and anxiety (Király et al., 2020;
Hertz et al., 2020). For instance, a study by Best et al. (2020) found that adolescents who
spent more time on social media were more likely to experience online harassment, which
can have serious consequences for their mental health. The constant exposure to curated

1
highlight reels on social media platforms can lead to unrealistic comparisons and decreased
self-esteem, further exacerbating mental health issues (Kaplan & Haenlein, 2010). Moreover,
the lack of face-to-face interaction on social media can also contribute to feelings of
loneliness and isolation, which can be detrimental to adolescents' mental well-being (Burke et
al., 2020).

On the other hand, social media can also have positive effects on adolescents' mental health.
According to Burke et al. (2020), social media can provide a sense of connection and
community, which can be particularly beneficial for adolescents who struggle with in-person
interactions. Additionally, social media can offer emotional support, empathy, and
connection, helping adolescents navigate difficult times (Coyne et al., 2020). For example,
online support groups and forums can provide a safe space for adolescents to share their
experiences and connect with others who have gone through similar challenges. Moreover,
social media can also provide access to mental health resources and support services, which
can be especially helpful for adolescents who may not have access to these resources in their
local communities.

However, the relationship between social media use and mental health is complex and
influenced by various factors, including individual differences, social media platform
characteristics, and usage patterns. Research suggests that problematic social media use,
characterized by excessive use, passive consumption, and lack of offline social connections,
is most strongly associated with adverse effects (Király et al., 2020). For instance,
adolescents who spend excessive amounts of time on social media, comparing their lives to
others, and lacking meaningful offline relationships may be more susceptible to mental health
issues. Furthermore, the constant notifications and alerts from social media can also
contribute to feelings of anxiety and stress, further exacerbating mental health concerns.

The impact of social media on adolescents' mental health is also influenced by the social
media platform itself. For example, platforms like Instagram, which focus on visual content,
can lead to unrealistic comparisons and body dissatisfaction, while platforms like Twitter,
which focus on real-time updates, can contribute to feelings of anxiety and stress. Moreover,

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the algorithms used by social media platforms can also contribute to the spread of
misinformation and the creation of echo chambers, which can further exacerbate mental
health issues.

In conclusion, the impact of social media on adolescents' mental health is multifaceted, with
both positive and negative effects observed. By understanding the complex relationship
between social media use and mental health, we can develop targeted interventions to
promote healthy social media use and mitigate its risks. This can include educating
adolescents about healthy social media use, promoting offline social connections, and
providing access to mental health resources and support services. By taking a comprehensive
approach, we can help adolescents navigate the challenges of social media and promote
healthy mental health outcomes.

In Africa, the situation is no different, with many adolescents turning to social media as a
primary means of communication and social interaction. The African Development Bank
(2019) reported that 70% of adolescents in Southern Africa use social media, with many
reporting feelings of anxiety, depression, and loneliness. The increasing penetration of mobile
phones and internet services in Africa has made it easier for adolescents to access social
media, raising concerns about the potential negative effects on their mental health. Moreover,
the lack of mental health resources and support services in many African countries
exacerbates the problem, making it essential to understand the impact of social media on
adolescent mental health in these contexts. Research has shown that social media use can
have both positive and negative effects on adolescent mental health, depending on the context
and nature of use (Burke et al., 2020; Coyne et al., 2020).

The impact of social media on adolescents' mental health in Africa, is a complex issue that
requires a nuanced understanding of the regional context. Research suggests that excessive
social media use can have negative effects on mental health, including increased symptoms of
depression and anxiety (Abubakar, 2019; Sipsma et al., 2019). For instance, a study by
Abubakar (2019) found that adolescents in Nigeria who spent more time on social media

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were more likely to experience online harassment, which can have serious consequences for
their mental health.

On the other hand, social media can also have positive effects on adolescents' mental health
in Africa. According to a study by Wasserman and Madrid-Morales (2019), social media can
provide a platform for African adolescents to express themselves, connect with others, and
access information and resources. Social media can also offer emotional support, empathy,
and connection, helping adolescents navigate difficult times (Mabweazara, 2018). For
example, online support groups and forums can provide a safe space for adolescents to share
their experiences and connect with others who have gone through similar challenges.

The relationship between social media use and mental health in Africa is influenced by
various factors, including cultural and socio-economic contexts. Research suggests that
African adolescents who experience poverty, inequality, and social injustice may be more
susceptible to the negative effects of social media on mental health (Sipsma et al., 2019).
Furthermore, the lack of mental health resources and support services in many African
countries can exacerbate the problem, making it essential to develop targeted interventions to
promote healthy social media use and mitigate its risks.

In West Africa, for instance, social media has become an integral part of adolescents' lives,
with many using platforms like Facebook and WhatsApp to connect with friends and family
(Adetunji, 2020). However, excessive social media use has been linked to increased
symptoms of depression and anxiety among adolescents in the region (Abubakar, 2019). In
East Africa, social media has also become a popular platform for adolescents to express
themselves and connect with others (Mabweazara, 2018). However, the spread of
misinformation and rumors on social media can have serious consequences, particularly in
contexts where access to accurate information is limited.

In conclusion, the impact of social media on adolescents' mental health in Africa is

multifaceted, with both positive and negative effects observed. By understanding the complex

4
relationship between social media use and mental health, we can develop targeted
interventions to promote healthy social media use and mitigate its risks. This can include
educating adolescents about healthy social media use, promoting offline social connections,
and providing access to mental health resources and support services. By taking a
comprehensive approach, we can help adolescents in Africa navigate the challenges of social
media and promote healthy mental health outcomes.

In Zimbabwe, the adoption of social media among adolescents has been rapid, with many
young people using these platforms to connect with peers, share information, and access
entertainment (Mopfu, 2020). The high penetration of mobile phones and the increasing
availability of internet services in Zimbabwe have contributed to the widespread use of social
media among adolescents. According to the Postal and Telecommunications Regulatory
Authority of Zimbabwe (2020), the number of active mobile phone subscriptions in
Zimbabwe increased from 12.9 million in 2018 to 14.2 million in 2020. This increase in
mobile phone penetration has led to a corresponding increase in social media use among
adolescents in Zimbabwe.

In Zimbabwe, research has shown that social media use can have significant effects on
adolescent mental health. A study by Mopfu (2020) found that social media use was
associated with increased symptoms of depression and anxiety among adolescents in
Zimbabwe. Furthermore, the lack of mental health resources and support services in
Zimbabwe exacerbates the problem, making it essential to understand the impact of social
media on adolescent mental health in this context.

In Zimbabwe, where mental health services are already scarce and under-resourced, the
impact of social media on adolescent mental health is a pressing concern. Rural areas, in
particular, face unique challenges in terms of limited access to mental health services,
poverty, and lack of infrastructure, making it even more critical to understand the impact of
social media on adolescent mental health in these contexts. This study aims to explore the
experiences of adolescents in Goromonzi, rural Zimbabwe, and to provide valuable insights

5
for policymakers, educators, and mental health professionals working with adolescents in
similar contexts.

By examining the impact of social media on adolescent mental health in Zimbabwe, this
study will contribute to the growing body of research on the effects of social media on mental
health outcomes among adolescents. The findings of this study will have implications for the
development of interventions and policies aimed at promoting healthy social media use
among adolescents in Zimbabwe and other similar contexts.

1.3 STATEMENT OF THE PROBLEM

The impact of social media on adolescent mental health has become a pressing concern
globally, with far-reaching consequences for young people's well-being. Despite efforts to
address this issue, such as the development of social media literacy programs, guidelines for
healthy social media use, and initiatives to promote digital citizenship, the problem persists.
The World Health Organization (2019) has developed guidelines for adolescent mental
health, including recommendations for social media use, while the African Union has
launched initiatives to promote digital skills and online safety among young people. In
Zimbabwe, the government has introduced measures to regulate social media use and
promote online safety, including initiatives by the Postal and Telecommunications
Regulatory Authority of Zimbabwe (POTRAZ) to promote cyber safety and digital literacy
among young people.

However, despite these efforts, the effects of social media on adolescent mental health in
Zimbabwe remain poorly understood. Research has shown that excessive social media use is
linked to increased symptoms of depression, anxiety, and loneliness among adolescents
(Király et al., 2020; Hertz et al., 2020; Gentile et al., 2020). The widespread adoption of
mobile phones and increasing access to internet services in Zimbabwe have made it easier for
adolescents to access social media, exacerbating the problem (Zimbabwe National Statistics
Agency, 2020). The limited mental health resources in Zimbabwe further compound the
issue, making it essential to understand the unique challenges and experiences of adolescents
in this context.

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This study aims to address the knowledge gap by exploring the experiences of adolescents in
Zimbabwe and examining the impact of social media on their mental health. By investigating
the effects of social media on adolescent mental health in Zimbabwe, this study will provide
valuable insights into the ways in which social media use affects young people's mental well-
being. The findings of this study will inform the development of effective interventions and
policies to promote healthy social media use habits among adolescents in Zimbabwe.
Ultimately, this study seeks to contribute to the development of a comprehensive and
culturally-sensitive approach to promoting adolescent mental health in Zimbabwe, where
social media use is increasingly prevalent, but mental health resources are limited.

1.4 STUDY AIM

The aim of this study is to investigate the relationship between social media usage and mental
health among adolescents in Goromonzi, Zimbabwe.

1.5 OBJECTIVES

To explore the effects of social media on adolescents' mental health.

To identify the coping mechanisms used by adolescents in Goromonzi to deal with the
negative effects of social media on their mental health.

To explore strategies for improving adolescent mental health in the context of social media
use.

1.6 JUSTIFICATION OF THE STUDY

This study seeks to contribute meaningfully to the existing body of research on the impact of
social media on adolescent mental health, with a specific focus on the experiences of
adolescents in rural Zimbabwe. By exploring the complex dynamics between social media
use and mental health outcomes in this context, the findings of this study will provide
valuable insights for policymakers, educators, and mental health professionals working with
adolescents in rural areas.

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The study is justified by the need to address the significant gap in research on the impact of
social media on adolescent mental health in Zimbabwe, particularly in rural areas. Despite the
growing concern about the potential negative effects of social media on mental health, there
is a dearth of studies that specifically focus on the experiences of adolescents in rural
Zimbabwe. This study aims to fill this knowledge gap by providing a nuanced understanding
of the ways in which social media use affects adolescent mental health in this context.

Furthermore, this study is timely and relevant, given the increasing availability of mobile
phones and internet services in rural Zimbabwe. As more adolescents in rural areas gain
access to social media, it is essential to understand the potential risks and benefits associated
with social media use. By examining the experiences of adolescents in Goromonzi, this study
will provide critical insights into the ways in which social media use shapes adolescent
mental health outcomes in rural Zimbabwe.

Ultimately, the purpose of this study is to inform the development of effective strategies and
interventions to support the mental health and well-being of adolescents in rural Zimbabwe.
By identifying the specific challenges and opportunities associated with social media use in
this context, policymakers, educators, and mental health professionals can develop targeted
interventions that promote healthy social media use habits and support the mental health
needs of adolescents in rural Zimbabwe.

1.7 DEFINITION OF KEY TERMS

Adolescence: Perkins (2025) defined adolescence as a stage of development characterized by

significant physical, emotional, and social changes, typically occurring in individuals
between the ages of 13 and 19. Similarly, Makopa (2024) defined adolescence as a critical
period of transition from childhood to adulthood, marked by significant growth and
development. The researcher adopted the definition by Perkins (2025) for this study because
it provides a clear and concise age range for adolescence, which is essential for understanding
the experiences of this specific population.

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Mental Health: Orben et al. (2020) defined mental health as a multifaceted construct that
encompasses an individual's emotional, psychological, and social well-being. Similarly,
Keyes (2002) defined mental health as a state of well-being characterized by an individual's
ability to realize their potential, cope with normal stresses of life, and contribute to their
community. The researcher adopted the definition by Orben et al. (2020) for this study
because it provides a comprehensive understanding of mental health, which is essential for
exploring the impact of social media on adolescent mental health.

Social Media: M. Zjantal (2023) defined social media as online platforms or tools that enable
users to create, share, and interact with content, including social networking sites, blogs, and
microblogs. Similarly, Kaplan and Haenlein (2010) defined social media as a group of
Internet-based applications that allow users to create and exchange user-generated content.
The researcher adopted the definition by M. Zjantal (2023) for this study because it provides
a clear and concise understanding of social media, which is essential for exploring its impact
on adolescent mental health.

1.8 DISSERTATION OUTLINE

CHAPTER 1: INTRODUCTION AND BACKGROUND

This chapter introduces the research topic, exploring the complex relationship between social
media use and adolescent mental health. It provides an overview of the background, context,
and significance of the study, setting the stage for the investigation. The chapter includes an
introduction to the research topic, highlighting the growing concern about the impact of
social media on adolescent mental health. A review of the current state of knowledge on the
topic is also provided, including the prevalence of social media use among adolescents and
the potential risks and benefits associated with it.

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The significance of the study is discussed, including the need to understand the impact of
social media on adolescent mental health in rural Zimbabwe. The study aim, objectives,
conceptual framework, and justification for the study are outlined, including the research
questions and hypotheses that guide the investigation.

CHAPTER 2: LITERATURE REVIEW

This chapter reviews existing research and theories related to social media use and adolescent
mental health, examining global, regional, and local perspectives on the issue. The theoretical
frameworks that underpin the study are examined, including social learning theory, social
cognitive theory, and the theory of planned behavior.

The empirical literature on the impact of social media on adolescent mental health is
reviewed, including studies on depression, anxiety, loneliness, and sleep disturbance. The
methodological limitations of previous studies are discussed, and gaps in the existing
literature are identified. A critical analysis of the findings is provided, highlighting the
implications for the current study.

CHAPTER 3: RESEARCH METHODOLOGY

This chapter outlines the research approach, design, and methods used to collect and analyze
data. The study setting, target population, and sampling techniques used to recruit
participants are described. The data collection methods, including surveys, interviews, and
focus groups, are outlined. The research instruments used, including standardized
questionnaires and interview schedules, are discussed.

A detailed account of the data analysis procedures is provided, including descriptive

statistics, inferential statistics, and thematic analysis. The validity, reliability, and limitations
of the study are discussed, acknowledging potential biases and mitigation strategies.

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CHAPTER 4: DATA PRESENTATION, INTERPRETATION, ANALYSIS, AND
DISCUSSION

This chapter presents the findings of the study, interpreting and analyzing the data in relation
to the research objectives. The demographic characteristics of the participants and the
prevalence of social media use among adolescents in the study area are presented.

The relationship between social media use and adolescent mental health outcomes, including
depression, anxiety, loneliness, and sleep disturbance, is examined. The implications of the
findings are discussed, relating them to the literature and theoretical framework. Patterns,
themes, and relationships that emerge from the data are identified, highlighting the
complexities of the relationship between social media use and adolescent mental health.

CHAPTER 5: SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter summarizes the key findings, drawing conclusions based on the evidence
presented. A summary of the main findings is provided, highlighting the key takeaways from
the study. Conclusions are drawn based on the evidence, discussing the implications for
policy, practice, and future research.

Recommendations are provided for policymakers, educators, and mental health professionals
working with adolescents in rural Zimbabwe. The contributions of the study to the existing
body of knowledge are highlighted, and its potential impact on adolescent mental health
outcomes is discussed.

1.9 CHAPTER SUMMARY

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This chapter introduces the research topic, exploring the complex relationship between social
media use and adolescent mental health. It provides a background to the study, highlighting
global, regional, and local perspectives on the issue. The chapter outlines the study aim,
objectives, and conceptual framework, setting the direction for the investigation. The
justification for the study is also presented, emphasizing the need to address the research gap
on social media's impact on adolescent mental health in Zimbabwe. Key terms are defined,
and the dissertation outline is provided, mapping out the study's structure.

CHAPTER TWO

2.0 INTRODUCTION

This chapter reviews existing literature on the impact of social media on adolescent mental
health, with a focus on the Zimbabwean context. It examines theoretical frameworks,
empirical evidence, and cultural factors influencing adolescent mental health. The review
aims to identify gaps in the literature and provide a foundation for the current study. A

12
critical analysis of existing research reveals the complex and multifaceted nature of social
media's impact on adolescent mental health. This chapter informs the development of
effective interventions and strategies to promote healthy social media use habits among
Zimbabwean adolescents.

2.1 THEORETICAL FRAMEWORK

The Social Constructivist Theory provides a comprehensive framework for understanding the
impact of social media on adolescent mental health. According to Vygotsky (1978), this
theory suggests that reality is constructed through social interactions and shared meanings,
and that individuals actively participate in the construction of their own reality. In the context
of social media, this theory is particularly relevant, as adolescents are constantly engaging
with and interpreting online content, constructing their own reality and sense of self.

The characteristics of the Social Constructivist Theory explain the existence of the problem
in several ways. Firstly, the theory highlights the importance of social interactions in shaping
individual reality. As noted by Piaget (1954), social interactions play a crucial role in shaping
individual perceptions and understanding of the world. In the context of social media,
adolescents are exposed to a constant stream of curated and manipulated content, which can
shape their perceptions of themselves and their place in the world. This can lead to unrealistic
comparisons and a sense of inadequacy, as adolescents compare their own lives to the
seemingly perfect lives of others online.

Furthermore, the Social Constructivist Theory emphasizes the role of culture and context in
shaping individual reality. According to Bronfenbrenner (1979), the social and cultural
context in which individuals develop can have a profound impact on their perceptions and
understanding of the world. In the Zimbabwean context, cultural and social factors such as
poverty, inequality, and limited access to mental health resources can exacerbate the negative
effects of social media on adolescent mental health. The theory suggests that these factors can
shape the way adolescents construct their reality, leading to increased symptoms of
depression, anxiety, and loneliness.

This theory is the best choice for this study because it provides a comprehensive framework
for understanding the complex dynamics at play in the relationship between social media and

13
adolescent mental health. As noted by Turkle (2015), social media can have a profound
impact on individual perceptions and understanding of the world, and the Social
Constructivist Theory provides a nuanced understanding of these dynamics. The theory's
emphasis on social interactions, culture, and context provides a framework for understanding
how social media can shape adolescent reality, and highlights the importance of considering
the broader social and cultural context in which social media is used.

Notable studies have successfully utilized the Social Constructivist Theory to explore the
impact of social media on adolescent mental health. For instance, Turkle's (2015) study,
"Reclaiming Conversation: The Power of Talk in a Digital Age," used this theory to examine
the effects of excessive social media use on adolescent mental health. The study found that
adolescents who spent more time on social media were more likely to experience symptoms
of depression, anxiety, and loneliness. Turkle's work highlights the importance of considering
the social context in which social media is used and demonstrates the value of the Social
Constructivist Theory in understanding the complex dynamics at play.

Similarly, boyd's (2014) study, "It's Complicated: The Social Lives of Networked Teens,"
used the Social Constructivist Theory to explore the ways in which adolescents use social
media to construct their identities and interact with others. boyd's work emphasizes the
importance of considering the broader social and cultural context in which social media is
used and highlights the nuances of adolescent social media use. By examining the ways in
which adolescents construct their identities online, boyd's study provides valuable insights
into the complex dynamics of social media use and adolescent mental health.

The Social Constructivist Theory is particularly well-suited to this study because it

emphasizes the importance of social interactions and shared meanings in shaping individual
reality. In the context of social media, this theory provides a framework for understanding
how adolescents construct their reality and sense of self through online interactions. By using
this theory, this study can gain a deeper understanding of the complex dynamics at play in the
relationship between social media and adolescent mental health.

Furthermore, the Social Constructivist Theory provides a framework for understanding the
cultural and social factors that influence adolescent mental health in the Zimbabwean context.
According to Bronfenbrenner (1979), the social and cultural context in which individuals
develop can have a profound impact on their perceptions and understanding of the world. In
Zimbabwe, cultural and social factors such as poverty, inequality, and limited access to

14
mental health resources can exacerbate the negative effects of social media on adolescent
mental health. The Social Constructivist Theory provides a framework for understanding how
these factors shape adolescent reality and inform the development of effective interventions
and strategies to promote healthy social media use habits.

The Social Constructivist Theory provides a comprehensive framework for understanding the
complex dynamics at play in the relationship between social media and adolescent mental
health. By using this theory, this study can gain a deeper understanding of how adolescents
construct their reality and sense of self through online interactions and inform the
development of effective interventions and strategies to promote healthy social media use
habits among adolescents in Zimbabwe. The notable studies by Turkle (2015) and boyd
(2014) demonstrate the value of this theory in understanding the complex dynamics at play
and highlight the importance of considering the broader social and cultural context in which
social media is used.

The Social Constructivist Theory speaks directly to the objectives of this study, which seeks
to explore the experiences of adolescents in Goromonzi, Zimbabwe, and the impact of social
media on their mental health. According to boyd (2014), social media can have a profound
impact on adolescent mental health, and the Social Constructivist Theory provides a
framework for understanding these dynamics. By using this theory, this study aims to provide
a comprehensive understanding of the complex dynamics at play in the relationship between
social media and adolescent mental health, and to inform the development of effective
interventions and strategies to promote healthy social media use habits among adolescents in
Zimbabwe.

2.2 THE EFFECTS OF SOCIAL MEDIA ON ADOLESCENTS'

MENTAL HEALTH
The relationship between social media and adolescents' mental health is complex and
multifaceted. Global research has identified various effects of social media on adolescents'
mental health, which can be broadly classified into several categories, including mental,
social, emotional, and economic effects.

The mental effects of social media on adolescents can be further subclassified into negative
and positive effects. Negative mental effects include increased symptoms of depression and
anxiety (Kuss & Griffiths, 2017; Best et al., 2014). Social media can perpetuate unrealistic
15
comparisons and body dissatisfaction, particularly among adolescents who engage in upward
social comparison (Festinger, 1954). Furthermore, excessive social media use can lead to
feelings of loneliness and isolation, potentially exacerbating mental health issues (Burke et
al., 2010). On the other hand, positive mental effects include access to mental health
resources and support, including online counseling and support groups (Gonzales &
Hancock, 2011).

The social effects of social media on adolescents can also be subclassified into negative and
positive effects. Negative social effects include online harassment and cyberbullying, which
can have serious negative effects on adolescents' mental health, including increased
symptoms of anxiety and depression (Burke et al., 2010). Social media can also foster social
comparison and competition, which can lead to decreased self-esteem and body
dissatisfaction. Positive social effects include opportunities for social connections and
community building, potentially benefiting adolescents' mental health (Gonzales & Hancock,
2011).

In addition to mental and social effects, social media can have emotional effects on
adolescents. Emotional effects can include emotional distress and anxiety caused by online
harassment or bullying (Burke et al., 2010). On the other hand, social media can provide
emotional support and connection for adolescents, particularly those who are isolated or
struggling with social interactions (Gonzales & Hancock, 2011).

The economic effects of social media on adolescents should not be overlooked. Social media
can create financial stress and pressure to present a perfect online image, potentially leading
to financial difficulties. Social media platforms can also facilitate online shopping and
financial transactions, which can have both positive and negative effects on adolescents'
financial well-being.

Global research highlights the importance of considering cultural and contextual factors when
examining the effects of social media on adolescents' mental health. Different cultures and
contexts may shape adolescents' experiences with social media in unique ways. By
understanding these factors, researchers and practitioners can develop targeted interventions
to promote healthy social media use habits and support adolescents' mental well-being.

16
In conclusion, the effects of social media on adolescents' mental health are complex and
multifaceted, encompassing mental, social, emotional, and economic effects. By recognizing
the various effects of social media and their subclassifications, researchers and practitioners
can work towards promoting healthy social media use habits and supporting adolescents'
mental well-being.

From a regional perspective, the effects of social media on adolescents' mental health are a
growing concern. Research conducted in various African countries has shown that excessive
social media use can have negative effects on adolescents' mental health and well-being. The
effects of social media on adolescents' mental health in Africa can be broadly classified into
several categories, including mental, social, emotional, and economic effects.

The mental effects of social media on adolescents in Africa can be further subclassified into
negative and positive effects. Negative mental effects include increased symptoms of
depression, anxiety, and loneliness (Ojedokun, 2020). Social media can perpetuate unrealistic
comparisons and body dissatisfaction, particularly among adolescents who engage in upward
social comparison. Furthermore, excessive social media use can lead to feelings of loneliness
and isolation, potentially exacerbating mental health issues. On the other hand, positive
mental effects include access to mental health resources and support, including online
counseling and support groups (Abayomi, 2019).

The social effects of social media on adolescents in Africa can also be subclassified into
negative and positive effects. Negative social effects include online harassment and
cyberbullying, which can have serious negative effects on adolescents' mental health,
including increased symptoms of anxiety and depression (Ojedokun, 2020). Social media can
also foster social comparison and competition, which can lead to decreased self-esteem and
body dissatisfaction. Positive social effects include opportunities for social connections and
community building, potentially benefiting adolescents' mental health (Mopfu, 2020).

In addition to mental and social effects, social media can have emotional effects on
adolescents in Africa. Emotional effects can include emotional distress and anxiety caused by
online harassment or bullying. On the other hand, social media can provide emotional support
and connection for adolescents, particularly those who are isolated or struggling with social
interactions.

17
The economic effects of social media on adolescents in Africa should not be overlooked.
Social media can create financial stress and pressure to present a perfect online image,
potentially leading to financial difficulties. However, social media can also provide
opportunities for online entrepreneurship and financial inclusion.

African researchers have emphasized the importance of considering the cultural and
contextual factors that influence the relationship between social media use and mental health
outcomes in adolescents. For example, the impact of social media on adolescents' mental
health may vary depending on factors such as socioeconomic status, family support, and
access to mental health resources (Mopfu, 2020). By understanding these factors, researchers
and practitioners can develop targeted interventions to promote healthy social media use
habits and support the mental health and well-being of adolescents in Africa.

In conclusion, the effects of social media on adolescents' mental health in Africa are complex
and multifaceted, encompassing mental, social, emotional, and economic effects. By
recognizing the various effects of social media and their subclassifications, researchers and
practitioners can work towards promoting healthy social media use habits and supporting the
mental health and well-being of adolescents in Africa.

From a Zimbabwean perspective, the effects of social media on adolescents' mental health are
a significant concern. Research conducted in Zimbabwe has highlighted the growing
importance of social media in the lives of adolescents and the potential risks associated with
excessive social media use. The effects of social media on adolescents' mental health in
Zimbabwe can be broadly classified into several categories, including mental, social,
emotional, and economic effects.

The mental effects of social media on adolescents in Zimbabwe can be further subclassified
into negative and positive effects. Negative mental effects include increased symptoms of
depression, anxiety, and loneliness (Chigona et al., 2019). Social media can perpetuate
unrealistic comparisons and body dissatisfaction, particularly among adolescents who engage
in upward social comparison. Furthermore, excessive social media use can lead to feelings of
loneliness and isolation, potentially exacerbating mental health issues. On the other hand,

18
positive mental effects include access to mental health resources and support, including
online counseling and support groups. For example, the Dzidzo Kumudzimai Wanhasi
Facebook group provides education and encouragement to young ladies, promoting mental
health awareness and support.

The social effects of social media on adolescents in Zimbabwe can also be subclassified into
negative and positive effects. Negative social effects include online harassment and
cyberbullying, which can have serious negative effects on adolescents' mental health,
including increased symptoms of anxiety and depression (Makombe et al., 2020). Social
media can also foster social comparison and competition, which can lead to decreased self-
esteem and body dissatisfaction. Positive social effects include opportunities for social
connections and community building, potentially benefiting adolescents' mental health. For
instance, the Nhanga Yawasikana Facebook group, founded by Mike Pasi, provides a
platform for young people to connect with others and access support and resources.

However, it's worth noting that these online communities can also have mixed content, with
some posts being relevant to adolescence and others containing adult content. This highlights
the need for parents, caregivers, and mental health professionals to be aware of the potential
risks and benefits of social media use among adolescents in Zimbabwe.

In addition to mental and social effects, social media can have emotional effects on
adolescents in Zimbabwe. Emotional effects can include emotional distress and anxiety
caused by online harassment or bullying. On the other hand, social media can provide
emotional support and connection for adolescents, particularly those who are isolated or
struggling with social interactions.

The economic effects of social media on adolescents in Zimbabwe should not be overlooked.
Social media can create financial stress and pressure to present a perfect online image,
potentially leading to financial difficulties. However, social media can also provide
opportunities for online entrepreneurship and financial inclusion.

19
Zimbabwean researchers have emphasized the importance of considering the cultural and
contextual factors that influence the relationship between social media use and mental health
outcomes in adolescents. For example, the impact of social media on adolescents' mental
health may vary depending on factors such as socioeconomic status, family support, and
access to mental health resources (Machingura, 2019). By understanding these factors,
researchers and practitioners can develop targeted interventions to promote healthy social
media use habits and support the mental health and well-being of adolescents in Zimbabwe.

In conclusion, the effects of social media on adolescents' mental health in Zimbabwe are
complex and multifaceted, encompassing mental, social, emotional, and economic effects. By
recognizing the various effects of social media and their subclassifications, researchers and
practitioners can work towards promoting healthy social media use habits and supporting the
mental health and well-being of adolescents in Zimbabwe.

2.3 THE COPING MECHANISM USED BY ADOLESCENCE

TO DEAL WITH NEGATIVE EFFECTS OF SOCIAL MEDIA
ON THEIR MENTAL HEALTH.

The widespread use of social media among adolescents has raised concerns about its impact
on their mental health. However, adolescents are not passive users of social media, and many
employ various coping mechanisms to deal with the negative effects of social media on their
mental health. From a global perspective, research has shown that adolescents use a range of
strategies to mitigate the adverse effects of social media, including individual-level coping
mechanisms, support-based coping mechanisms, and skill-based coping mechanisms.

Individual-level coping mechanisms are strategies that adolescents use to manage their social
media use and mitigate its negative effects. One such mechanism is limiting social media use.
According to Kuss and Griffiths (2017), limiting social media use can help adolescents
reduce their exposure to online content that may negatively impact their mental health. By
limiting their social media use, adolescents can minimize their exposure to cyberbullying,
online harassment, and other negative online experiences. Another individual-level coping
mechanism is taking breaks from social media. Taking breaks can provide adolescents with

20
an opportunity to engage in other activities that promote relaxation and stress reduction.
Additionally, adolescents may use cognitive reappraisal strategies, such as reframing negative
online interactions or focusing on positive online experiences, to cope with the negative
effects of social media (Toma & Hancock, 2013).

Support-based coping mechanisms involve seeking support from others to manage the
negative effects of social media. One such mechanism is seeking social support from friends
and family. Best et al. (2014) found that adolescents who have a strong support network tend
to experience fewer negative effects of social media on their mental health. Friends and
family can provide emotional support, guidance, and a sense of belonging, which can help
adolescents cope with the negative effects of social media. Another support-based coping
mechanism is seeking support from mental health professionals. Mental health professionals
can provide adolescents with the support and resources they need to manage the negative
effects of social media on their mental health. Parental involvement is also an important
support-based coping mechanism. Parents can provide guidance, set boundaries, and offer
emotional support to help adolescents cope with the negative effects of social media (Hertz et
al., 2020).

Skill-based coping mechanisms involve developing skills to navigate the online environment
effectively. One such mechanism is developing digital literacy skills. Adolescents who
possess digital literacy skills are better equipped to critically evaluate online information,
protect their online privacy, and avoid online harassment (Livingstone & Helsper, 2010).
Digital literacy skills can help adolescents navigate the online environment safely and
effectively, reducing their vulnerability to online risks.

In conclusion, adolescents use a range of coping mechanisms to deal with the negative effects
of social media on their mental health. These coping mechanisms can be broadly classified
into individual-level coping mechanisms, support-based coping mechanisms, and skill-based
coping mechanisms. By understanding these coping mechanisms, researchers and
practitioners can develop targeted interventions to support adolescents' healthy social media
use habits and promote their mental well-being.

The widespread use of social media among adolescents in Africa has raised concerns about
its impact on their mental health. However, African adolescents are not passive users of
social media, and many employ various coping mechanisms to deal with the negative effects

21
of social media on their mental health. Research has shown that African adolescents use a
range of strategies to mitigate the adverse effects of social media, including individual-level
coping mechanisms, support-based coping mechanisms, and skill-based coping mechanisms.

Individual-level coping mechanisms are strategies that African adolescents use to manage
their social media use and mitigate its negative effects. One such mechanism is limiting
social media use. According to Mopfu (2020), limiting social media use can help African
adolescents reduce their exposure to online content that may negatively impact their mental
health. By limiting their social media use, African adolescents can minimize their exposure to
cyberbullying, online harassment, and other negative online experiences. Another individual-
level coping mechanism is engaging in offline activities. Offline activities can provide
African adolescents with opportunities to engage in other activities that promote relaxation
and stress reduction.

Support-based coping mechanisms involve seeking support from others to manage the
negative effects of social media. One such mechanism is seeking social support from friends
and family. Manyonganise (2018) found that social connections and relationships are highly
valued in many African cultures, and adolescents may use social media to maintain these
connections. However, seeking social support from friends and family can also help African
adolescents cope with the negative effects of social media. Additionally, parents, educators,
and mental health professionals can provide guidance and support to help African adolescents
manage their social media use and mitigate its negative effects.

Skill-based coping mechanisms involve developing skills to navigate the online environment
effectively. One such mechanism is developing digital literacy and online safety skills.
Chigona (2019) found that African adolescents who possess these skills are better equipped
to critically evaluate online information, protect their online privacy, and avoid online
harassment. Digital literacy and online safety skills can help African adolescents navigate the
online environment safely and effectively, reducing their vulnerability to online risks.

22
The socio-economic context in which African adolescents use social media is also an
important consideration. Makombe (2020) found that adolescents from low-income
backgrounds may face unique challenges in accessing mental health resources and support,
which can exacerbate the negative effects of social media on mental health. By understanding
these contextual factors, researchers and practitioners can develop targeted interventions to
support African adolescents' healthy social media use habits and promote their mental well-
being.

In conclusion, African adolescents use a range of coping mechanisms to deal with the
negative effects of social media on their mental health. These coping mechanisms can be
broadly classified into individual-level coping mechanisms, support-based coping
mechanisms, and skill-based coping mechanisms. By understanding these coping
mechanisms and the cultural and socio-economic context in which they operate, researchers
and practitioners can develop effective interventions to promote African adolescents' mental
health and well-being.

The widespread use of social media among adolescents in Goromonzi, Zimbabwe, has raised
concerns about its impact on their mental health. However, Zimbabwean adolescents in
Goromonzi are not passive users of social media, and many employ various coping
mechanisms to deal with the negative effects of social media on their mental health. Research
has shown that Zimbabwean adolescents use a range of strategies to mitigate the adverse
effects of social media, including individual-level coping mechanisms, support-based coping
mechanisms, and skill-based coping mechanisms.

Individual-level coping mechanisms are strategies that Zimbabwean adolescents use to

manage their social media use and mitigate its negative effects. One such mechanism is
limiting social media use. According to Chigona et al. (2019), limiting social media use can
help Zimbabwean adolescents reduce their exposure to online content that may negatively
impact their mental health. By limiting their social media use, Zimbabwean adolescents can
minimize their exposure to cyberbullying, online harassment, and other negative online
experiences. Another individual-level coping mechanism is engaging in offline activities such
as sports and cultural events. Offline activities can provide Zimbabwean adolescents with
opportunities to engage in other activities that promote relaxation and stress reduction.

23
Support-based coping mechanisms involve seeking support from others to manage the
negative effects of social media. One such mechanism is seeking social support from friends
and family. Manyonganise et al. (2018) found that Zimbabwean adolescents often turn to
their families and communities for support and guidance in managing the challenges of social
media. In Goromonzi, adolescents may also use traditional coping mechanisms such as
talking to elders or seeking guidance from community leaders to deal with the negative
effects of social media. Additionally, parents, educators, and mental health professionals can
provide guidance and support to help Zimbabwean adolescents manage their social media use
and mitigate its negative effects.

Skill-based coping mechanisms involve developing skills to navigate the online environment
effectively. One such mechanism is developing digital literacy and online safety skills.
Makombe et al. (2020) found that Zimbabwean adolescents who possess these skills are
better equipped to critically evaluate online information, protect their online privacy, and
avoid online harassment. Digital literacy and online safety skills can help Zimbabwean
adolescents navigate the online environment safely and effectively, reducing their
vulnerability to online risks.

Local initiatives and programs may also play a role in promoting adolescents' mental health
and well-being in the context of social media use. For example, schools and community
organizations in Goromonzi may offer workshops or counseling services to help adolescents
develop healthy social media use habits and cope with the negative effects of social media
(Machingura, 2019). By understanding the coping mechanisms and the cultural and socio-
economic context in which they operate, researchers and practitioners can develop effective
interventions to promote Zimbabwean adolescents' mental health and well-being in
Goromonzi.

In conclusion, Zimbabwean adolescents in Goromonzi use a range of coping mechanisms to

deal with the negative effects of social media on their mental health. These coping
mechanisms can be broadly classified into individual-level coping mechanisms, support-

24
based coping mechanisms, and skill-based coping mechanisms. By understanding these
coping mechanisms, researchers and practitioners can develop targeted interventions to
support Zimbabwean adolescents' healthy social media use habits and promote their mental
well-being.

2.4 STRATEGIES FOR IMPROVING ADOLESCENCE

MENTAL HEALTH IN THE CONTEXT OF SOCIAL MEDIA
USE
The widespread use of social media among adolescents has raised concerns about its impact
on their mental health. However, various strategies can be employed to improve adolescent
mental health in the context of social media use. These strategies can be broadly classified
into four categories: educational strategies, support-based strategies, intervention-based
strategies, and policy-based strategies. From a global perspective, research has shown that a
comprehensive approach involving multiple stakeholders is essential for promoting
adolescents' mental health and well-being in the digital age.

One strategy for improving adolescent mental health in the context of social media use is to
promote digital literacy and online safety skills among adolescents. This can be achieved
through educational programs that teach adolescents how to critically evaluate online
information, protect their online privacy, and avoid online harassment (Livingstone &
Helsper, 2010). These skills can help adolescents navigate the online environment safely and
effectively, reducing their vulnerability to online risks such as cyberbullying, online
harassment, and decreased self-esteem. By equipping adolescents with these skills,
educational strategies can intend to solve the negative effects of social media on adolescents'
mental health, including increased symptoms of anxiety and depression. Research has shown
that digital literacy and online safety skills can be effective in reducing online risks and
promoting adolescents' mental health (Livingstone & Helsper, 2010).

Parents and educators can play a crucial role in guiding adolescents' social media use and
providing emotional support when needed. Best et al. (2014) found that parents and educators
can help adolescents develop healthy social media use habits by setting boundaries,
monitoring their online activities, and providing guidance on online safety and etiquette.
Support-based strategies can intend to solve the negative effects of social media on
adolescents' mental health, including increased symptoms of anxiety and depression, by

25
providing adolescents with a sense of security and support. Research has shown that parental
involvement can be effective in promoting adolescents' mental health and well-being in the
context of social media use (Best et al., 2014).

Another strategy is to develop and implement evidence-based interventions that target

specific mental health outcomes, such as anxiety, depression, or self-esteem. These
interventions can be delivered through various channels, including online platforms, schools,
or community settings (Marsch & Borodovsky, 2018). Intervention-based strategies can
intend to solve the negative effects of social media on adolescents' mental health, including
increased symptoms of anxiety and depression, by providing adolescents with individualized
support and therapy. Research has shown that evidence-based interventions can be effective
in promoting adolescents' mental health and well-being in the context of social media use
(Marsch & Borodovsky, 2018).

Policymakers can also play a role in promoting adolescents' mental health by developing and
implementing policies that support healthy social media use habits. For example, policies can
be implemented to regulate social media companies' practices, such as data collection and
online advertising, to protect adolescents' online safety and well-being (Kamber & Baumann,
2018). Policy-based strategies can intend to solve the negative effects of social media on
adolescents' mental health, including increased symptoms of anxiety and depression, by
protecting adolescents from online risks and promoting their online safety and well-being.
Research has shown that policy-based strategies can be effective in promoting adolescents'
mental health and well-being in the context of social media use (Kamber & Baumann, 2018).

In conclusion, improving adolescent mental health in the context of social media use requires
a comprehensive and multi-faceted approach involving multiple stakeholders. By promoting
digital literacy and online safety skills, guiding adolescents' social media use, developing and
implementing evidence-based interventions, and involving policymakers, stakeholders can
work together to promote adolescents' mental health and well-being in the digital age.

26
From a regional perspective, specifically in Africa, various strategies can be employed to
improve adolescent mental health in the context of social media use. Research has shown that
cultural and contextual factors play a significant role in shaping adolescents' experiences with
social media, and therefore, strategies should be tailored to meet the specific needs of African
adolescents (Mopfu, 2020).

One strategy is to develop and implement culturally sensitive digital literacy programs that
take into account the unique cultural and social context of African adolescents. These
programs can teach adolescents how to critically evaluate online information, protect their
online privacy, and avoid online harassment (Chigona, 2019). Additionally, parents and
educators can play a crucial role in guiding adolescents' social media use and providing
emotional support when needed.

Another strategy is to leverage technology to deliver mental health interventions and support
services to adolescents in Africa. Online platforms and mobile apps can be used to provide
adolescents with access to mental health resources, counseling, and support groups
(Makombe, 2020). Furthermore, African researchers and practitioners can develop and
implement evidence-based interventions that target specific mental health outcomes, such as
anxiety, depression, or self-esteem.

African policymakers can also play a role in promoting adolescents' mental health by
developing and implementing policies that support healthy social media use habits. For
example, policies can be implemented to regulate social media companies' practices, such as
data collection and online advertising, to protect adolescents' online safety and well-being
(Manyonganise, 2018).

Moreover, regional collaborations and partnerships can help to advance research and practice
in the field of adolescent mental health and social media use in Africa. This can involve

27
partnerships between researchers, policymakers, and practitioners from different African
countries and disciplines to share knowledge, resources, and best practices.

Overall, a contextually relevant and culturally sensitive approach is necessary to improve

adolescent mental health in the context of social media use in Africa. By working together,
stakeholders can develop and implement effective strategies to promote adolescents' mental
health and well-being in the digital age.

The widespread use of social media among adolescents in Zimbabwe has raised concerns
about its impact on their mental health. However, various strategies can be employed to
improve adolescent mental health in the context of social media use. From a local
perspective, research has shown that Zimbabwean adolescents are increasingly using social
media, and therefore, strategies should be tailored to meet their specific needs.

One strategy for improving adolescent mental health in the context of social media use is to
develop and implement school-based programs that promote digital literacy and online safety
skills among adolescents. These programs can teach adolescents how to critically evaluate
online information, protect their online privacy, and avoid online harassment (Makombe et
al., 2020). For example, the Ministry of Primary and Secondary Education in Zimbabwe can
develop a curriculum that includes digital literacy and online safety skills, which can be
taught in schools across the country. By equipping adolescents with these skills, school-based
programs can intend to solve the negative effects of social media on adolescents' mental
health, including increased symptoms of anxiety and depression.

Parents and educators can play a crucial role in guiding adolescents' social media use and
providing emotional support when needed. In Zimbabwe, parents and educators can work
together to develop guidelines for social media use, which can help adolescents develop
healthy social media use habits. For instance, the Zimbabwe Parents Association can organize
workshops for parents on how to monitor their children's social media use and provide
emotional support when needed. By providing adolescents with guidance and support,

28
parents and educators can intend to solve the negative effects of social media on adolescents'
mental health, including increased symptoms of anxiety and depression.

Another strategy is to leverage technology to deliver mental health interventions and support
services to adolescents in Zimbabwe. Online platforms and mobile apps can be used to
provide adolescents with access to mental health resources, counseling, and support groups
(Machingura, 2019). For example, the Zimbabwe Mental Health Association can develop a
mobile app that provides adolescents with access to mental health resources and support
services. By leveraging technology, mental health interventions can be made more accessible
and convenient for adolescents, which can intend to solve the negative effects of social media
on adolescents' mental health, including increased symptoms of anxiety and depression.

Zimbabwean researchers and practitioners can develop and implement evidence-based

interventions that target specific mental health outcomes, such as anxiety, depression, or self-
esteem. For instance, the University of Zimbabwe can conduct research on the effectiveness
of cognitive-behavioral therapy in reducing symptoms of anxiety and depression among
adolescents who use social media. By developing and implementing evidence-based
interventions, researchers and practitioners can intend to solve the negative effects of social
media on adolescents' mental health, including increased symptoms of anxiety and
depression.

Zimbabwean policymakers can also play a role in promoting adolescents' mental health by
developing and implementing policies that support healthy social media use habits. For
example, policies can be implemented to regulate social media companies' practices, such as
data collection and online advertising, to protect adolescents' online safety and well-being
(Manyonganise et al., 2018). By developing and implementing policies, policymakers can
intend to solve the negative effects of social media on adolescents' mental health, including
increased symptoms of anxiety and depression.

In conclusion, improving adolescent mental health in the context of social media use requires
a comprehensive and multi-faceted approach involving multiple stakeholders. By promoting
digital literacy and online safety skills, guiding adolescents' social media use, leveraging

29
technology to deliver mental health interventions, developing and implementing evidence-
based interventions, and involving policymakers, stakeholders can work together to promote
adolescents' mental health and well-being in Zimbabwe.

2.5 RESEARCH GAPS

The scarcity of context-specific studies on the specific experiences of adolescents in

Goromonzi regarding social media use and mental health is a research gap. This omission is
significant, given the unique cultural, social, and economic factors that shape adolescents'
experiences with social media in this region (Chigona et al., 2019). Without such research,
interventions and policies aimed at promoting healthy social media use habits among
adolescents in Goromonzi risk being misguided and ineffective.

Limited exploration of cultural and contextual factors that influence adolescents' experiences
with social media in African settings, including Zimbabwe, is another research gap. African
cultures and societies have distinct values, norms, and practices that shape adolescents' online
behaviors and interactions, which are often overlooked in existing research (Manyonganise et
al., 2018). This oversight not only undermines the validity of findings but also limits the
development of culturally sensitive interventions that cater to the unique needs of African
adolescents.

The lack of longitudinal studies examining the causal relationships between social media use
and mental health outcomes among adolescents in Goromonzi is a research gap. Longitudinal
research would provide valuable insights into how social media use affects mental health
over time, enabling the development of targeted interventions that address specific risk
factors and promote resilience among adolescents (Kuss & Griffiths, 2017). Without such
research, it is challenging to determine the long-term effects of social media use on
adolescents' mental health.

The dearth of evidence on the effectiveness of interventions aimed at promoting healthy

social media use habits and mitigating negative effects on mental health among adolescents

30
in Goromonzi is another research gap. Without robust evaluations of existing interventions, it
is challenging to determine what works and what doesn't, leading to a waste of resources on
ineffective programs (Hertz et al., 2020). Moreover, the absence of context-specific research
limits the development of tailored interventions that address the unique needs and challenges
faced by adolescents in this region.

Limited understanding of the role of parents, educators, and mental health professionals in
supporting adolescents' healthy social media use habits in Goromonzi is a research gap.
These stakeholders play a crucial role in shaping adolescents' online behaviors and providing
emotional support when needed (Best et al., 2014). Research that explores their experiences,
challenges, and strategies for promoting healthy social media use habits would inform the
development of effective interventions and policies.

The scarcity of research on the impact of social media on adolescents' mental health in low-
income settings, such as Goromonzi, is another research gap. Low-income settings often face
unique challenges, including limited access to mental health resources, that can exacerbate
the negative effects of social media on mental health (Makombe et al., 2020). Research that
addresses these challenges would provide valuable insights into the development of context-
specific interventions that cater to the unique needs of adolescents in low-income settings.

In conclusion, these research gaps highlight the need for targeted research that addresses the
unique challenges faced by adolescents in Goromonzi, Zimbabwe. By bridging these gaps,
we can develop effective interventions and policies that promote healthy social media use
habits and support the mental health and well-being of adolescents in this region.

2.6 CHAPTER SUMMARY

The chapter explored the complex relationship between social media use and adolescent
mental health, highlighting both positive and negative effects. The chapter examined global,
regional, and local perspectives on the topic, with a focus on Goromonzi, Zimbabwe. It

31
discussed various coping mechanisms used by adolescents to deal with the negative effects of
social media, as well as strategies for improving adolescent mental health in the context of
social media use. The chapter also identified significant research gaps, including the need for
context-specific studies and longitudinal research. Overall, the chapter provided a
comprehensive overview of the current state of knowledge on social media and adolescent
mental heath.

CHAPTER THREE
3.1 INTRODUCTION

This chapter outlines the research methodology employed in this study to investigate the
impact of social media on adolescent mental health, identity, and social relationships in
Zimbabwe. The chapter provides a detailed description of the research approach, design,
paradigm, study setting, target population, sampling techniques, data collection methods,
research instruments, research procedure, trustworthiness , data analysis approach, ethical
considerations, limitations, and chapter summary. The purpose of this chapter is to provide a
clear and transparent description of the research methodology, allowing readers to evaluate
the quality and validity of the research findings. By outlining the research methodology, this
chapter aims to provide a foundation for the presentation of the research findings in
subsequent chapters.

3.2 RESEARCH APPROACH

This study employed a qualitative research approach to investigate the impact of social media
on adolescent mental health, identity, and social relationships. According to Denzin and
Lincoln (2018), qualitative research is a methodology that seeks to gain a deeper
understanding of a phenomenon through the collection and analysis of non-numerical data,
such as text, images, and observations. This approach is particularly useful for exploring
complex social issues, such as the impact of social media on adolescents, as it allows

32
researchers to gather rich and detailed insights into the experiences and perceptions of
participants.

The qualitative research approach was chosen for this study because it offers several
advantages over quantitative approaches. For instance, qualitative research allows researchers
to gather in-depth insights into the experiences and perceptions of participants, which can
provide a more nuanced understanding of the research problem (Guba & Lincoln, 1994).
Additionally, qualitative research is often more flexible and adaptable than quantitative
research, allowing researchers to adjust their methods and procedures as needed (Patton,
2015). This flexibility is particularly important in this study, as it allows for the exploration
of unexpected themes and patterns that may emerge during the data collection process.

However, qualitative research also has some limitations. For example, the findings of
qualitative studies are often not generalizable to larger populations, and the data can be
subjective and prone to bias (Miles & Huberman, 1994). To address these limitations, this
study employed several strategies, including the use of multiple data sources and the
implementation of rigorous data analysis procedures. By using multiple data sources,
including interviews and focus groups, this study aimed to increase the trustworthiness of the
findings (Tashakkori & Teddlie, 2010). Additionally, the use of rigorous data analysis
procedures, such as coding and thematic analysis, helped to minimize the risk of bias and
ensure that the findings were accurate and reliable (Braun & Clarke, 2006).

Overall, the qualitative research approach was well-suited to the goals and objectives of this
study, and provided a rich and detailed understanding of the impact of social media on
adolescent mental health, identity, and social relationships. By employing a qualitative
research approach, this study was able to gather in-depth insights into the experiences and
perceptions of adolescents, and provide a nuanced understanding of the complex social issues
surrounding social media use.

33
3.3 RESEARCH DESIGN

This study employed an exploratory research design, which is a type of research design that
aims to explore a phenomenon or issue in-depth (Stebbins, 2001). According to Yin (2018),
exploratory research designs are particularly useful for studying complex social issues, such
as the impact of social media on adolescent mental health, identity, and social relationships,
as they allow researchers to gather rich and detailed insights into the experiences and
perceptions of participants.

The exploratory research design was chosen for this study because it offers several
advantages over other research designs. For instance, exploratory research designs allow
researchers to gather in-depth insights into the experiences and perceptions of participants,
which can provide a more nuanced understanding of the research problem (Guba & Lincoln,
1994). Additionally, exploratory research designs are often more flexible and adaptable than
other research designs, allowing researchers to adjust their methods and procedures as needed
(Patton, 2015). This flexibility is particularly important in this study, as it allows for the
exploration of unexpected themes and patterns that may emerge during the data collection
process.

However, exploratory research designs also have some limitations. For example, the findings
of exploratory studies are often not generalizable to larger populations, and the data can be
subjective and prone to bias (Miles & Huberman, 1994). To address these limitations, this
study employed several strategies, including the use of multiple data sources and the
implementation of rigorous data analysis procedures. By using multiple data sources,
including interviews and focus groups, this study aimed to increase the trustworthiness of the
findings (Tashakkori & Teddlie, 2010). Additionally, the use of rigorous data analysis
procedures, such as coding and thematic analysis, helped to minimize the risk of bias and
ensure that the findings were accurate and reliable (Braun & Clarke, 2006).

Overall, the exploratory research design was well-suited to the goals and objectives of this
study, and provided a rich and detailed understanding of the impact of social media on

34
adolescent mental health, identity, and social relationships. By employing an exploratory
research design, this study was able to gather in-depth insights into the experiences and
perceptions of adolescents, and provide a nuanced understanding of the complex social issues
surrounding social media use.

3.4 RESEARCH PARADIGM

This study was guided by the interpretivist research paradigm, which is a philosophical
framework that emphasizes the importance of understanding the meaning and interpretation
of social phenomena from the perspective of the participants (Guba & Lincoln, 1994).
According to Schwandt (2000), the interpretivist paradigm is particularly useful for studying
complex social issues, such as the impact of social media on adolescent mental health,
identity, and social relationships, as it allows researchers to gather rich and detailed insights
into the experiences and perceptions of participants.

The interpretivist research paradigm was chosen for this study because it offers several
advantages over other research paradigms. For instance, the interpretivist paradigm
emphasizes the importance of understanding the context and culture of the participants,
which can provide a more nuanced understanding of the research problem (Geertz, 1973).
Additionally, the interpretivist paradigm is often more flexible and adaptable than other
research paradigms, allowing researchers to adjust their methods and procedures as needed
(Patton, 2015). This flexibility is particularly important in this study, as it allows for the
exploration of unexpected themes and patterns that may emerge during the data collection
process.

However, the interpretivist research paradigm also has some limitations. For example, the
findings of interpretivist studies are often subjective and prone to bias, and may not be
generalizable to larger populations (Miles & Huberman, 1994). To address these limitations,
this study employed several strategies, including the use of multiple data sources and the
implementation of rigorous data analysis procedures. By using multiple data sources,
including interviews and focus groups, this study aimed to increase the trustworthiness of the

35
findings (Tashakkori & Teddlie, 2010). Additionally, the use of rigorous data analysis
procedures, such as coding and thematic analysis, helped to minimize the risk of bias and
ensure that the findings were accurate and reliable (Braun & Clarke, 2006).

Overall, the interpretivist research paradigm was well-suited to the goals and objectives of
this study, and provided a rich and detailed understanding of the impact of social media on
adolescent mental health, identity, and social relationships. By employing an interpretivist
research paradigm, this study was able to gather in-depth insights into the experiences and
perceptions of adolescents, and provide a nuanced understanding of the complex social issues
surrounding social media use.

3.5 STUDY SETTING

This study was conducted in Goromonzi, Zimbabwe, a setting chosen for its unique
characteristics that make it an ideal location for exploring the impact of social media on
adolescent mental health. According to Creswell (2013), the study setting is a critical
component of the research design, influencing data collection and validity. Goromonzi was
selected due to its diverse population, accessibility, and the presence of several schools,
making it easier to access the target population of adolescents who use social media.

The district's characteristics, including a mix of rural and peri-urban areas, provide a rich
context for understanding the complex issues surrounding social media use among
adolescents. However, the study setting also presents challenges, such as limited access to
mental health resources and socioeconomic disparities, which may influence participants'
experiences and perceptions of social media.

To address these challenges, the study employed multiple data sources and rigorous data
analysis procedures. Using interviews and focus groups, the study aimed to increase
trustworthiness (Tashakkori & Teddlie, 2010). Rigorous data analysis procedures, such as
coding and thematic analysis, helped minimize bias and ensure accurate findings (Braun &
Clarke, 2006).

36
Overall, Goromonzi provided a suitable setting for this study, allowing for in-depth insights
into adolescents' experiences and perceptions of social media. The study's findings offer a
nuanced understanding of the complex social issues surrounding social media use in this
context.

3.6 TARGET POPULATION

The target population for this study was adolescents aged 13-18 years who use social media
and reside in Goromonzi, Zimbabwe. According to Creswell (2013), the target population is a
critical component of the research design, defining the group of individuals the researcher is
interested in studying. This age range was chosen because it is a critical period of
development during which adolescents are likely to be using social media and experiencing
significant physical, emotional, and social changes.

Erikson's psychosocial theory of development highlights adolescence as a stage of identity

formation, during which individuals explore and experiment with different identities and
roles (Erikson, 1968). Social media use during this stage can significantly impact adolescent
identity formation, self-esteem, and mental health.

The target population was defined as adolescents who use social media platforms such as
Facebook, Instagram, Twitter, and WhatsApp. Given the widespread use of social media
among adolescents in Zimbabwe (ZIMSTAT, 2020), Goromonzi provided an ideal location
for the study.

To address potential concerns about confidentiality and anonymity, the study employed
strategies such as pseudonyms and coded data. A consent form informed participants about
the purpose and procedures of the study, ensuring they understood their rights and
responsibilities.

37
The diversity of the target population in terms of socioeconomic status presented both
opportunities and challenges. To address these challenges, the study used multiple data
sources and rigorous data analysis procedures, including interviews, focus groups, coding,
and thematic analysis (Tashakkori & Teddlie, 2010; Braun & Clarke, 2006).

Overall, the target population was well-suited to the study's goals and objectives, providing a
rich understanding of the impact of social media on adolescent mental health, identity, and
social relationships in Goromonzi.

3.7 SAMPLING TECHNIQUE AND SAMPLE SIZE

3.7.1 SAMPLING TECHNIQUE

This study employed a non-probability sampling technique, specifically a purposive sampling

technique, to select the participants. According to Creswell (2013), purposive sampling is a
type of non-probability sampling that involves selecting participants based on their expertise
or experience in the area of study. In this case, the participants were selected based on their
age, social media use, and residence in the Goromonzi

The purposive sampling technique was chosen because it allows for the selection of
participants who are knowledgeable about the research topic and can provide in-depth
insights into the phenomenon under study (Patton, 2015). Additionally, the purposive
sampling technique is often used in qualitative research, which is the methodology employed
in this study.

However, the purposive sampling technique also has some limitations. For example, the
sample may not be representative of the larger population, and the findings may not be
generalizable (Miles & Huberman, 1994). To address these limitations, the study employed
several strategies, including the use of multiple data sources and the implementation of
rigorous data analysis procedures. By using multiple data sources, including interviews and
focus groups, the study aimed to increase the trustworthiness of the findings (Tashakkori &
38
Teddlie, 2010). Additionally, the use of rigorous data analysis procedures, such as coding and
thematic analysis, helped to minimize the risk of bias and ensure that the findings were
accurate and reliable (Braun & Clarke, 2006).

3.7.2 SAMPLE SIZE

The sample size for this study was 10, with 8 adolescents aged 13-18 years who use social
media and reside in Goromonzi and 2 key informants. According to Creswell (2013), the
sample size for a qualitative study should be large enough to provide a rich and detailed
understanding of the phenomenon under study, but small enough to allow for in-depth
analysis.

The sample size of 10 participants was chosen because it is a manageable number for a
qualitative study, and it allows for a diverse range of perspectives and experiences to be
represented (Patton, 2015). Additionally, the sample size is consistent with the
recommendations of Guest et al. (2006), who suggest that a sample size of 6-12 participants
is sufficient for a qualitative study.

However, the sample size also has some limitations. For example, the sample size may not be
representative of the larger population, and the findings may not be generalizable (Miles &
Huberman, 1994). To address these limitations, the study employed several strategies,
including the use of multiple data sources and the implementation of rigorous data analysis
procedures. By using multiple data sources, including interviews and focus groups, the study
aimed to increase the trustworthiness of the findings (Tashakkori & Teddlie, 2010).
Additionally, the use of rigorous data analysis procedures, such as coding and thematic
analysis, helped to minimize the risk of bias and ensure that the findings were accurate and
reliable (Braun & Clarke, 2006).

The sample size of 10 participants was also determined by the researcher's goal of achieving
data saturation, which is a point at which no new information or themes emerge from the data
(Glaser & Strauss, 1967). According to Francis et al. (2010), data saturation is an important

39
consideration in qualitative research, as it ensures that the findings are comprehensive and
representative of the phenomenon under study.

In terms of the specific characteristics of the sample, 4 participants were male and 4 were
female, and the age range was 13-18 years. The participants were also diverse in terms of
their socioeconomic status, with some coming from low-income households and others from
middle-income households. This diversity is important because it allows for a more nuanced
understanding of the impact of social media on adolescent mental health, identity, and social
relationships.

Overall, the sample size and sampling technique were well-suited to the goals and objectives
of the study, and provided a rich and detailed understanding of the impact of social media on
adolescent mental health, identity, and social relationships. By using a purposive sampling
technique and a sample size of 8 participants, the researcher was able to gather in-depth
insights into the experiences and perceptions of adolescents, and provide a nuanced
understanding of the complex social issues surrounding social media use.

3.8 DATA COLLECTION METHODS AND RESEARCH

INSTRUMENTS
3.8.1 DATA COLLECTION METHODS

This study employed a qualitative data collection method, specifically in-depth interviews
and focus groups, to gather data from the participants. According to Creswell (2013),
qualitative data collection methods are useful for gathering rich and detailed data that can
provide insights into the experiences and perceptions of participants.

The in-depth interviews were chosen because they allow for a detailed and nuanced
understanding of the participants' experiences and perceptions (Patton, 2015). The interviews
were semi-structured, which allowed the researcher to ask follow-up questions and probe for
more information. The focus groups were also chosen because they allow for a diverse range
of perspectives and experiences to be represented (Guest et al., 2006).

40
The data collection methods were chosen because they are consistent with the research
question and objectives. According to Yin (2018), the data collection methods should be
aligned with the research question and objectives to ensure that the data collected is relevant
and useful.

3.8.2 RESEARCH INSTRUMENTS

The research instruments used in this study were an interview guide and a focus group guide.
The interview guide was developed to ensure that the interviews were conducted in a
consistent and systematic way (Patton, 2015). The guide included questions related to the
research question and objectives, such as "What is your experience with social media?" and
"How do you think social media affects your mental health?"

The focus group guide was also developed to ensure that the focus groups were conducted in
a consistent and systematic way (Guest et al., 2006). The guide included questions related to
the research question and objectives, such as "What do you think are the benefits and
drawbacks of social media?" and "How do you think social media affects your relationships
with others?"

The research instruments were pilot-tested with a small group of participants to ensure that
they were effective and reliable (Tashakkori & Teddlie, 2010). The pilot test allowed the
researcher to refine the instruments and make any necessary changes before collecting data
from the main study participants.

The use of multiple data collection methods and research instruments helped to increase the
trustworthiness of the findings (Braun & Clarke, 2006). The use of in-depth interviews and
focus groups allowed for a diverse range of perspectives and experiences to be represented,
and the use of an interview guide and focus group guide ensured that the data collection was
consistent and systematic.

41
Overall, the data collection methods and research instruments were well-suited to the goals
and objectives of the study, and provided a rich and detailed understanding of the impact of
social media on adolescent mental health, identity, and social relationships. By using in-depth
interviews and focus groups, and an interview guide and focus group guide, the researcher
was able to gather in-depth insights into the experiences and perceptions of adolescents, and
provide a nuanced understanding of the complex social issues surrounding social media use.

3.9 RESEARCH PROCEDURE

The research procedure for this study involved several steps, including obtaining ethical
clearance, selecting participants, conducting in-depth interviews and focus groups, and
analyzing the data.

First, the researcher obtained ethical clearance from the relevant authorities to ensure that the
study was conducted in an ethical manner (Creswell, 2013). The researcher also obtained
informed consent from the participants and their parents or guardians, as required by the
ethics committee.

Next, the researcher selected the participants for the study using a purposive sampling
technique (Patton, 2015). The participants were selected based on their age, social media use,
and residence in Goromonzi

The researcher then conducted in-depth interviews with 8 participants, using an interview
guide to ensure that the interviews were conducted in a consistent and systematic way (Guest
et al., 2006). The interviews were audio-recorded and transcribed verbatim to ensure
accuracy.

42
In addition to the in-depth interviews, the researcher also conducted two focus groups with 4
participants each (Krueger & Casey, 2015). The focus groups were also audio-recorded and
transcribed verbatim to ensure accuracy.

The data from the in-depth interviews and focus groups were analyzed using thematic
analysis, which involves identifying patterns and themes in the data (Braun & Clarke, 2006).
The researcher used a coding scheme to identify the themes and patterns in the data, and then
analyzed the data using a qualitative data analysis software package.

The researcher also took steps to ensure the trustworthiness and validity of the findings,
including using multiple data sources and methods, and implementing rigorous data analysis
procedures (Tashakkori & Teddlie, 2010).

Overall, the research procedure was designed to ensure that the study was conducted in a
rigorous and systematic way, and that the findings were valid and reliable. By following a
clear and well-planned research procedure, the researcher was able to gather high-quality data
and provide a nuanced understanding of the impact of social media on adolescent mental
health, identity, and social relationships.

3.10 DATA TRUSTWORTHINESS

The trustworthness of the findings are crucial considerations in any research study.
According to Creswell (2013), validity refers to the extent to which a study measures what it
is supposed to measure, while reliability refers to the consistency of the findings.

To ensure the trustworthiness of the findings, the researcher employed several strategies,
including the use of multiple data sources and methods, and the implementation of rigorous
data analysis procedures (Tashakkori & Teddlie, 2010). The use of multiple data sources,
including in-depth interviews and focus groups, allowed for a diverse range of perspectives

43
and experiences to be represented, and the use of rigorous data analysis procedures, such as
coding and thematic analysis, helped to minimize the risk of bias and ensure that the findings
were accurate and reliable (Braun & Clarke, 2006).

The researcher also took steps to ensure the reliability of the findings, including the use of a
consistent and systematic data collection procedure, and the implementation of a clear and
well-defined data analysis protocol (Guest et al., 2006). The use of a consistent and
systematic data collection procedure helped to ensure that the data was collected in a reliable
and consistent manner, and the implementation of a clear and well-defined data analysis
protocol helped to ensure that the data was analyzed in a reliable and consistent manner.

In addition to these strategies, the researcher also employed several techniques to ensure the
trustworthiness of the findings, including triangulation, member checking, and peer
debriefing (Creswell, 2013). Triangulation involves the use of multiple data sources and
methods to verify the findings, member checking involves checking the findings with the
participants to ensure that they are accurate and reliable, and peer debriefing involves
discussing the findings with colleagues to ensure that they are valid and reliable.

The use of these strategies and techniques helped to ensure that the findings of the study were
valid and reliable, and provided a nuanced understanding of the impact of social media on
adolescent mental health, identity, and social relationships. By employing a range of
strategies and techniques to ensure the trustworthiness of the findings, the researcher was
able to increase the confidence in the findings and provide a more accurate and reliable
understanding of the phenomenon under study.

Overall, the of the findings are critical considerations in any research study, and the
researcher took several steps to ensure that the findings of this study were valid and reliable.
By employing a range of strategies and techniques, including the use of multiple data sources
and methods, rigorous data analysis procedures, and techniques such as triangulation,
member checking, and peer debriefing, the researcher was able to increase the confidence in

44
the findings and provide a more accurate and reliable understanding of the impact of social
media on adolescent mental health, identity, and social relationships.

3.11 DATA ANALYSIS AND APPROACH

The data analysis and approach used in this study were designed to provide a comprehensive
and nuanced understanding of the impact of social media on adolescent mental health,
identity, and social relationships.

The data analysis approach used in this study was thematic analysis, which involves
identifying patterns and themes in the data (Braun & Clarke, 2006). The researcher used a
coding scheme to identify the themes and patterns in the data, and then analyzed the data
using a qualitative data analysis software package.

The data analysis process involved several steps, including data cleaning, data coding, and
data interpretation (Creswell, 2013). The researcher began by cleaning the data to ensure that
it was accurate and complete, and then coded the data using a coding scheme that was
developed based on the research question and objectives.

The researcher then analyzed the coded data using a qualitative data analysis software
package, which allowed for the identification of patterns and themes in the data (Guest et al.,
2006). The researcher used a combination of inductive and deductive coding to identify the
themes and patterns in the data, and then interpreted the findings in the context of the
research question and objectives.

The data analysis approach used in this study was designed to provide a comprehensive and
nuanced understanding of the impact of social media on adolescent mental health, identity,
and social relationships. By using thematic analysis and a qualitative data analysis software
package, the researcher was able to identify patterns and themes in the data that provided
insights into the experiences and perceptions of the participants.

45
The data analysis approach used in this study was also designed to ensure the trustworthiness
of the findings. By using a systematic and transparent data analysis process, the researcher
was able to increase the confidence in the findings and provide a more accurate and reliable
understanding of the phenomenon under study.

Overall, the data analysis and approach used in this study were designed to provide a
comprehensive and nuanced understanding of the impact of social media on adolescent
mental health, identity, and social relationships. By using thematic analysis and a qualitative
data analysis software package, the researcher was able to identify patterns and themes in the
data that provided insights into the experiences and perceptions of the participants, and
increase the confidence in the findings.

3.12 ETHICAL CONSIDERATION

The ethical considerations in this study were of utmost importance, as the researcher worked
with human participants, specifically adolescents, who are a vulnerable population.
According to Creswell (2013), researchers have a responsibility to ensure that their studies
are conducted in an ethical manner, with respect for the rights and dignity of the participants.

Informed Consent

To address these concerns, the researcher obtained informed consent from the participants
and their parents or guardians, as required by the ethics committee (Patton, 2015). The
informed consent process involved explaining the purpose and procedures of the study, as
well as the potential risks and benefits, to ensure that the participants and their parents or
guardians were fully informed and able to make an informed decision about their
participation.

46
Confidentiality

The researcher also took steps to ensure the confidentiality and anonymity of the participants,
by using pseudonyms and coding the data to protect their identities (Guest et al., 2006). This
was particularly important, as the study involved collecting sensitive information about the
participants' experiences and perceptions.

Respect for persons, beneficence, non-maleficence, and justice

The researcher also ensured that the study was conducted in accordance with the principles of
respect for persons, beneficence, non-maleficence, and justice (National Commission for the
Protection of Human Subjects of Biomedical and Behavioral Research, 1979). These
principles are fundamental to the conduct of ethical research, and involve respecting the
autonomy and dignity of the participants, promoting their well-being, avoiding harm, and
ensuring that the benefits and risks of the study are distributed fairly.

Overall, the researcher took a range of steps to ensure that the study was conducted in an
ethical manner, with respect for the rights and dignity of the participants. By obtaining
informed consent, ensuring confidentiality and anonymity, minimizing potential harm, and
conducting the study in accordance with the principles of respect for persons, beneficence,
non-maleficence, and justice, the researcher was able to increase the confidence in the
findings and provide a more accurate and reliable understanding of the impact of social media
on adolescent mental health, identity, and social relationships.

3.13 LIMITATIONS

This study has several limitations that need to be acknowledged. According to Creswell
(2013), limitations are potential weaknesses or limitations of a study that may impact the
validity or reliability of the findings.

47
One limitation of this study is the small sample size. The study only included 8 participants,
which may not be representative of the larger population of adolescents who use social
media. According to Guest et al. (2006), small sample sizes can limit the generalizability of
the findings.

Another limitation of this study is the lack of diversity in the sample. The study only included
participants from the Goromonzi which may not be representative of adolescents from other
socioeconomic backgrounds or geographic locations. According to Patton (2015), lack of
diversity in the sample can limit the transferability of the findings.

The study also relied on self-reported data, which may be subject to bias and social
desirability effects. According to Tashakkori and Teddlie (2010), self-reported data can be
influenced by participants' perceptions and experiences, which may not accurately reflect
their actual behaviors or attitudes.

Additionally, the study only examined the impact of social media on adolescent mental
health, identity, and social relationships from a qualitative perspective. According to Braun
and Clarke (2006), qualitative studies can provide rich and detailed insights into participants'
experiences and perceptions, but may not provide a comprehensive understanding of the
phenomenon under study.

Finally, the study did not control for other factors that may influence the impact of social
media on adolescent mental health, identity, and social relationships, such as family
dynamics, peer relationships, and individual personality traits. According to Creswell (2013),
failure to control for extraneous variables can limit the internal validity of the findings.

Despite these limitations, the study provides valuable insights into the impact of social media
on adolescent mental health, identity, and social relationships. The findings can inform the

48
development of interventions and programs aimed at promoting healthy social media use
among adolescents.

Overall, the limitations of this study highlight the need for further research on the impact of
social media on adolescent mental health, identity, and social relationships. Future studies
should aim to recruit larger and more diverse samples, use multiple data sources and
methods, and control for extraneous variables that may influence the findings.

3.14 CHAPTER SUMMARY

This chapter outlined the research methodology used to investigate the impact of social media
on adolescent mental health, identity, and social relationships in Goromonzi. A qualitative
study using in-depth interviews and focus groups was conducted with adolescents aged 13-18
years. The research approach was interpretivist, and purposive sampling was used to select
participants. Thematic analysis was used to identify patterns and themes in the data, ensuring
trustworthiness . The study prioritized ethical considerations, including informed consent,
confidentiality, and minimizing potential harm to participants.

49
CHAPTER 4: PRESENTATION OF FINDINGS

4.0 INTRODUCTION

This chapter presents the findings of the study on the effects of social aid media on
adolescent mental health in Goromonzi. The purpose of this chapter is to provide a
comprehensive analysis of the data collected through in-depth interviews and focus groups
with adolescents and key informants. The findings are organized around the major themes
and subthemes that emerged from the data analysis, providing insights into the complex and
multifaceted nature of the relationship between social media use and adolescent mental
health. The chapter aims to provide a nuanced understanding of the experiences and
perceptions of adolescents in Goromonzi, highlighting the ways in which social media use
shapes their mental health and well-being. Through the presentation of these findings, this
chapter aims to contribute to a deeper understanding of the impact of social media on
adolescent mental health and inform strategies for promoting healthy social media use among
adolescents.

4.1 DEMOGRAPHIC INFORMATION OF PARTICIPANTS

Participant Age Gender Frequent social media platform

Id
1 17 M Facebook
2 12 F Tik Tok
3 16 F Instagram
4 14 M Facebook
5 13 F Instagram
6 17 M X
7 12 M X and Telegram
8 15 F Tik Tok and X

50
The demographics of the participants in this study reveal a range of ages, genders, and social
media usage patterns. The participants' ages range from 12 to 17 years old, with a mix of
males and females. The most frequently used social media platforms among the participants
are Facebook, Instagram, TikTok, and X. The average number of hours spent on social media
per day varies from 7 to 10 hours, indicating a significant amount of time spent on social
media by these adolescents. Notably, the participants' social media usage patterns and
preferences may reflect current trends among adolescents in their age group. For instance, the
popularity of Instagram and TikTok among the female participants may suggest a preference
for visually-oriented platforms. Overall, these demographics provide insight into the social
media usage habits of adolescents and can inform strategies for promoting healthy social
media use and mitigating its negative effects.

4.2 THE EFFECTS OF SOCIAL MEDIA ON ADOLESCENTS'

MENTAL HEALTH
4.2.1 Mental Effects

Mental effects refer to the impact of social media on adolescents' mental health, including
negative effects such as increased symptoms of depression and anxiety, decreased self-esteem
and body dissatisfaction, and loneliness and isolation.

Cyberbullying and Online Harassment

Cyberbullying and online harassment refer to the intentional and repeated harm inflicted on
individuals through digital means. Participants indicate that they have experienced
cyberbullying and online harassment, which can have negative effects on their mental health.

"(Sometimes vanhu wanotaurwa zvinorwadza pamapicture angu ndobatikana)

Sometimes people make mean comments about my photos or posts, and it makes me
feel sad and alone." - Participant 8

Another participant said,

"(Umwewo munhu wandisingatombozive akambondishungurudza, zvaityisa.

Ndakashaya ndoita sei). I was bullied online by someone I didn't even know, and it
was really scary. I didn't know how to stop it." - Participant 2

A key informant noted,

51
 "While cyberbullying is a significant concern, it's also important to recognize the
positive impact of social media on adolescents' mental health, such as providing a
platform for self-expression and connection with others." - Key Informant 1

The participants' responses highlight the negative impact of online harassment on mental
health, including feelings of sadness, loneliness, and fear. The key informant's contribution
underscores the importance of recognizing both the negative and positive effects of social
media on adolescents' mental health.

Decreased Self-Esteem and Body Dissatisfaction

Decreased self-esteem and body dissatisfaction refer to the negative impact of social media
on adolescents' self-perception and body image. Participants indicate that social media can
foster social comparison and negatively impact their self-esteem.

"(Dzimwe nguva maposts eshamwari dzangu anondipa pressure.) When I see my

friends' posts about their achievements or nice things they have, I feel like I'm not
good enough." - Participant 3

Another participant said,

"(Ndombozama kusazvifananidza nevamwe but ndoona kunge ndakasarira hapana

zvandiri kuita)I try not to compare myself to others on social media, but it's hard.
Sometimes I feel like I'm missing out or not doing enough." - Participant 7

A key informant noted,

"Social media can be a double-edged sword - while it can perpetuate negative self-
comparison, it can also provide opportunities for self-expression and self-promotion,
which can be beneficial for adolescents' self-esteem." - Key Informant 3

The participants' responses illustrate the negative impact of social comparison on self-esteem,
where individuals feel inadequate or inferior to others. The key informant's contribution
highlights the potential benefits of social media for self-expression and self-promotion.

4.2.2 Social Effects

Social Comparison and FOMO

52
Social effects refer to the impact of social media on adolescents' social relationships and
interactions, including social comparison and FOMO. Participants indicate that social media
can contribute to FOMO and anxiety among adolescents.

"I feel anxious when I see my friends' posts about events or activities they're doing
without me." - Participant 5

Another participant said,

"I worry that I'll miss important updates or messages if I'm not constantly checking
my phone." - Participant 2

A key informant noted,

"While social media can create a sense of FOMO, it can also provide opportunities
for social connection and community building, which can be beneficial for
adolescents' mental health." - Key Informant

The participants' responses illustrate the anxiety that can result from feeling left out or
excluded from social events or activities. The key informant's contribution highlights the
potential benefits of social media for social connection and community building.

4.3 COPING MECHANISMS USED BY ADOLESCENTS TO

DEAL WITH NEGATIVE EFFECTS

4.3.1 Individual-level Coping Mechanisms

Individual-level coping mechanisms refer to strategies that adolescents use to manage their
social media use and mitigate its negative effects.

Limiting Social Media Use

Participants indicate that they are using strategies to limit their social media use to mitigate
the negative effects on their mental health.

"(Ndozama kumboenda offline kuti ndiitewo mabasa). I try to limit my social media
use to only certain times of the day, so I can focus on other things." - Participant 1

Another participant said,

53
 "Mamwe maApplication aindipa pressure ndakabvisa. I've deleted some social
media apps that were making me feel bad about myself." - Participant 2

A key informant noted,

"Setting boundaries around social media use is crucial for adolescents' mental
health. By limiting their use, they can reduce their exposure to negative online
experiences and focus on other activities that promote well-being." - Key Informant
1

The participants' responses highlight the importance of setting boundaries and limiting social
media use to maintain good mental health.

Self-Care and Reflection

Participants indicate that they are engaging in self-care and reflection to cope with the
negative effects of social media.

"Ndinombofunga kuti pandiri kukanganiswa ndepapi. I take time to reflect on my

social media use and think about how it's affecting me." - Participant 7

Another participant said,

"I've started practicing self-care, like meditation and journaling, to help me deal with
stress and anxiety." - Participant 8

A key informant noted,

"Self-care and reflection are essential for adolescents' mental health. By taking time
to reflect on their social media use and engaging in self-care activities, they can
better manage the negative effects of social media and promote their overall well-
being." - Key Informant 2

The participants' responses show that adolescents are engaging in self-care and reflection to
cope with the negative effects of social media, highlighting the importance of mindfulness
and self-awareness in maintaining good mental health.

4.3.2 Support-based Coping Mechanisms

Support-based coping mechanisms involve seeking support from others to manage the
negative effects of social media.

54
Talking to Friends and Family

Participants indicate that they are seeking support from friends and family to cope with the
negative effects of social media.

"Ndikanzwa ndisiri bhoo, ndotaura nevamwe. When I'm feeling stressed or

overwhelmed, I talk to my friends or family about it." - Participant 2

Another participant said,

"My mom is really supportive, and she helps me deal with things that are bothering
me on social media." - Participant 4

A key informant noted,

"Social support from friends and family is critical for adolescents' mental health. By
talking to trusted individuals, adolescents can receive emotional support and
guidance, which can help them cope with the negative effects of social media." - Key
Informant 3

The participants' responses highlight the importance of social support networks in coping
with the negative effects of social media.

4.3.3 Offline Coping Mechanisms

Offline coping mechanisms involve engaging in activities outside of social media to cope
with its negative effects.

Engaging in Offline Activities

Participants indicate that they are using offline activities to cope with the negative effects of
social media.

"Ndinofarira kuitawo zvimwe zvinhu ndogara ndiri busy. I like to focus on my

hobbies and interests outside of social media, it helps me feel more grounded." -
Participant 5

Another participant said,

"Ndotoswera kumafaro nevamwe. Zvinondibetsera. I try to spend more time outdoors

and engage in activities that make me happy." - Participant 6

A key informant noted,

55
 "Engaging in offline activities can be a great way for adolescents to cope with the
negative effects of social media. By focusing on activities that bring them joy and
fulfillment, adolescents can reduce their stress and anxiety and promote their overall
well-being." - Key Informant 4

The participants' responses demonstrate how adolescents are using offline activities to cope
with the negative effects of social media, such as engaging in hobbies, spending time
outdoors, and pursuing activities that bring them joy.

4.4 STRATEGIES TO IMPROVE ADOLESCENT MENTAL

HEALTH IN THE CONTEXT OF SOCIAL MEDIA USE
Adolescents, parents, and key informants suggest various strategies to improve adolescent
mental health in the context of social media use. These strategies can be categorized into four
main themes: educational strategies, support-based strategies, intervention-based strategies,
and policy-based strategies.

4.4.1 Educational Strategies: Promoting Digital Literacy and Online Safety Skills

Educational strategies aim to promote digital literacy and online safety skills among
adolescents.

"Dai taidzidziswa kuchikoro kuti toita sei nezvesocial media. I think schools should
teach us about social media literacy and how to critically evaluate online content." -
Participant 3

Another participant said,

"Tikadzidziswa nezvazvo tobetsereka. Learning about online safety and digital

citizenship would help us use social media more responsibly." - Participant 4

A key informant noted,

"Digital literacy and online safety skills are essential for adolescents to navigate the
online environment safely and effectively. By teaching adolescents these skills, we
can help them reduce their vulnerability to online risks and promote their mental
health and well-being." - Key Informant 1

The participants' responses highlight the importance of promoting digital literacy and online
safety skills among adolescents to improve their mental health in the context of social media
use.

56
4.4.2 Support-Based Strategies: Guiding Adolescents' Social Media Use

Support-based strategies involve guiding adolescents' social media use and providing
emotional support when needed.

"Vabereki wanofanira kutotitaurirawo nezvesocial media zvayakaipira. I think

parents should have open conversations with their kids about social media and its
effects." - Participant 1

Another participant said,

"Mhamha wanondiudza kuti zvakwana and zvinondibetsera. My mom sets

boundaries for my social media use, and it helps me stay safe online." - Participant 2

A key informant noted,

"Parental involvement is crucial in guiding adolescents' social media use and

providing emotional support when needed. By setting boundaries and monitoring
online activities, parents can help adolescents develop healthy social media use
habits and reduce the risk of negative effects." - Key Informant 2

The participants' responses highlight the importance of parental involvement in guiding

adolescents' social media use and promoting their mental health and well-being.

4.4.3 Intervention-Based Strategies: Developing and Implementing Evidence-Based

Interventions

Intervention-based strategies involve developing and implementing evidence-based

interventions to target specific mental health outcomes.

"Having online support groups or resources would be helpful for teens struggling with
mental health issues." - Participant 5

Another participant said,

"I think social media platforms should provide more resources and support for users
who are struggling with mental health." - Participant 6

A key informant noted,

"Evidence-based interventions can be effective in promoting adolescents' mental

health and well-being in the context of social media use. By developing and

57
 implementing interventions that target specific mental health outcomes, we can help
adolescents develop healthy social media use habits and reduce the risk of negative
effects." - Key Informant 3

The participants' responses demonstrate the potential benefits of intervention-based strategies

in promoting adolescent mental health and well-being.

4.4.4 Policy-Based Strategies: Developing and Implementing Policies

Policy-based strategies involve developing and implementing policies to regulate social

media companies' practices and protect adolescents' online safety and well-being.

"I think policymakers should develop policies to regulate social media companies'
practices and protect adolescents' online safety and well-being." - Participant 7

A key informant noted,

"Policy-based strategies can be effective in promoting adolescents' mental health and

well-being in the context of social media use. By regulating social media companies'
practices and protecting adolescents' online safety and well-being, policymakers can
help reduce the risk of negative effects and promote healthy social media use habits."
- Key Informant 4

The participants' responses highlight the importance of policy-based strategies in promoting

adolescent mental health and well-being in the context of social media use.

4.5 DATA ANALYSIS

4.5.1 The Effects of Social Media on Adolescents' Mental Health

The findings of this study reveal four major themes related to the effects of social media on
adolescents' mental health: cyberbullying and online harassment, social comparison and self-
esteem, fear of missing out (FOMO) and anxiety, and emotional impact and coping
mechanisms.

CYBERBULLYING AND ONLINE HARASSMENT

The findings indicate that adolescents are vulnerable to cyberbullying and online harassment,
which can have negative effects on their mental health. This is consistent with previous
research, which suggests that cyberbullying can lead to increased symptoms of depression,
anxiety, and post-traumatic stress disorder (PTSD) among adolescents (Hertz et al., 2017).

58
Furthermore, a study by Kowalski et al. (2014) found that adolescents who experienced
cyberbullying were more likely to report feelings of sadness, hopelessness, and loneliness.
The current study's findings support these previous studies, highlighting the need for effective
strategies to prevent and address cyberbullying.

SOCIAL COMPARISON AND SELF-ESTEEM

The findings also suggest that social media can foster social comparison and negatively
impact adolescents' self-esteem. This is consistent with previous research, which suggests
that exposure to curated and highlight-reel content on social media can lead to feelings of
inadequacy and low self-esteem among adolescents (Gentile et al., 2017). A study by Toma
et al. (2008) found that individuals who engaged in social comparison on social media
experienced decreased self-esteem and life satisfaction. The current study's findings support
these previous studies, highlighting the need for adolescents to develop critical thinking skills
and media literacy to navigate the challenges of social media.

FEAR OF MISSING OUT (FOMO) AND ANXIETY

The findings indicate that social media can contribute to FOMO and anxiety among
adolescents. This is consistent with previous research, which suggests that social media can
create a sense of pressure and anxiety among adolescents, particularly in relation to staying
connected and up-to-date (Kircaburun & Griffiths, 2018). A study by Przybylski et al. (2013)
found that FOMO was associated with increased anxiety and stress among adolescents. The
current study's findings support these previous studies, highlighting the need for adolescents
to develop healthy social media habits and coping strategies.

EMOTIONAL IMPACT AND COPING MECHANISMS

The findings suggest that adolescents are aware of the emotional impact of social media and
are developing coping mechanisms to manage their mental health. This is consistent with
previous research, which suggests that adolescents are capable of developing effective coping
strategies to manage the challenges of social media (Best et al., 2014). However, the current
study's findings also highlight the complexity of emotions and the need for support and
guidance in navigating these challenges. A study by Burke et al. (2010) found that
adolescents who received social support from friends and family were better able to cope
with the negative effects of social media. The current study's findings support the importance
of social support in mitigating the negative effects of social media.

59
In conclusion, the findings of this study suggest that social media can have a range of
negative effects on adolescents' mental health, including increased vulnerability to
cyberbullying, social comparison, FOMO, and emotional distress. However, the study also
highlights the importance of developing effective coping mechanisms and support systems to
mitigate these negative effects. By understanding the complex relationships between social
media use and adolescent mental health, we can develop targeted interventions and strategies
to promote healthy social media use and support the well-being of adolescents.

4.5.2 COPING MECHANISMS USED BY ADOLESCENTS TO DEAL WITH NEGATIVE

EFFECTS

The findings of this study reveal that adolescents use various coping mechanisms to deal with
the negative effects of social media on their mental health. These coping mechanisms include
limiting social media use, talking to friends and family, engaging in offline activities, and
practicing self-care and reflection.

LIMITING SOCIAL MEDIA USE

The findings indicate that adolescents are using strategies to limit their social media use, such
as setting boundaries and deleting apps, to mitigate the negative effects on their mental
health. This is consistent with previous research, which suggests that limiting social media
use can be an effective way to reduce symptoms of depression and anxiety among
adolescents (Király et al., 2019). A study by Allcott and Gentile (2020) found that
adolescents who limited their social media use experienced improved mental health and well-
being. The current study's findings support these previous studies, highlighting the
importance of setting boundaries and prioritizing offline activities.

TALKING TO FRIENDS AND FAMILY

The findings also suggest that adolescents are seeking support from friends and family to
cope with the negative effects of social media. This is consistent with previous research,
which suggests that social support from friends and family can play a critical role in
mitigating the negative effects of social media on mental health (Best et al., 2014). A study
by Burke et al. (2010) found that adolescents who received social support from friends and
family were better able to cope with the negative effects of social media. The current study's
findings support the importance of social support in promoting healthy social media use.

60
ENGAGING IN OFFLINE ACTIVITIES

The findings indicate that adolescents are using offline activities to cope with the negative
effects of social media, such as engaging in hobbies and spending time outdoors. This is
consistent with previous research, which suggests that engaging in offline activities can be an
effective way to reduce symptoms of depression and anxiety among adolescents (Houghton et
al., 2018). A study by Hoare et al. (2019) found that adolescents who engaged in outdoor
activities experienced improved mental health and well-being. The current study's findings
support these previous studies, highlighting the importance of prioritizing offline activities
and engaging in activities that bring joy and fulfillment.

SELF-CARE AND REFLECTION

The findings suggest that adolescents are engaging in self-care and reflection to cope with the
negative effects of social media. This is consistent with previous research, which suggests
that self-care and reflection can be effective ways to promote mental health and well-being
among adolescents (Kircaburun & Griffiths, 2018). A study by Sampasa-Kanyinga et al.
(2020) found that adolescents who practiced self-care and mindfulness experienced improved
mental health and well-being. The current study's findings support these previous studies,
highlighting the importance of prioritizing self-care and reflection in promoting healthy
social media use.

In conclusion, the findings of this study suggest that adolescents are using a range of coping
mechanisms to deal with the negative effects of social media on their mental health. These
coping mechanisms include limiting social media use, talking to friends and family, engaging
in offline activities, and practicing self-care and reflection. By understanding the coping
mechanisms used by adolescents, we can develop targeted interventions and strategies to
promote healthy social media use and support the well-being of adolescents.

4.5.3 STRATEGIES TO IMPROVE ADOLESCENT MENTAL HEALTH IN THE

CONTEXT OF SOCIAL MEDIA USE

The findings of this study reveal several strategies that can be employed to improve
adolescent mental health in the context of social media use. These strategies include parental
guidance and support, social media literacy education, online support systems, and healthy
social media practices.

61
PARENTAL GUIDANCE AND SUPPORT

The findings indicate that parental guidance and support are crucial in helping adolescents
navigate the challenges of social media. This is consistent with previous research, which
suggests that parents play a critical role in shaping adolescents' social media use and
mitigating its negative effects (Best et al., 2014). A study by Sasson and Mesch (2014) found
that adolescents who received parental guidance and support experienced improved mental
health and well-being. The current study's findings support these previous studies,
highlighting the importance of parental involvement in promoting healthy social media use.
Parents can provide guidance on online safety, digital citizenship, and responsible social
media use, and can also offer emotional support and guidance when adolescents experience
online difficulties.

SOCIAL MEDIA LITERACY EDUCATION

The findings also suggest that social media literacy education can empower adolescents to
use social media more effectively and safely. This is consistent with previous research, which
suggests that media literacy education can promote critical thinking and media literacy skills
among adolescents (Gentile et al., 2017). A study by Hobbs and Frost (2003) found that
media literacy education can help adolescents develop a more nuanced understanding of
online content and reduce their vulnerability to online risks. The current study's findings
support these previous studies, highlighting the importance of incorporating social media
literacy education into school curricula and other educational programs.

ONLINE SUPPORT SYSTEMS

The findings indicate that online support systems can provide adolescents with accessible and
stigma-free resources for mental health support. This is consistent with previous research,
which suggests that online support systems can be an effective way to provide mental health
support to adolescents (Griffiths et al., 2012). A study by Prescott et al. (2017) found that
online support groups can provide adolescents with a sense of community and connection,
which can be particularly important for those who experience social isolation or stigma. The
current study's findings support these previous studies, highlighting the potential benefits of
online support systems in promoting adolescent mental health.

HEALTHY SOCIAL MEDIA PRACTICES

62
The findings suggest that promoting healthy social media practices, such as taking breaks and
setting boundaries, can help adolescents maintain good mental health and reduce the negative
effects of social media. This is consistent with previous research, which suggests that healthy
social media practices can promote mental health and well-being among adolescents
(Kircaburun & Griffiths, 2018). A study by Allcott and Gentile (2020) found that adolescents
who practiced healthy social media use experienced improved mental health and well-being.
The current study's findings support these previous studies, highlighting the importance of
promoting healthy social media practices and providing adolescents with the skills and
support they need to navigate the challenges of social media.

In conclusion, the findings of this study suggest that a range of strategies can be employed to
improve adolescent mental health in the context of social media use. These strategies include
parental guidance and support, social media literacy education, online support systems, and
healthy social media practices. By understanding the strategies that can be used to promote
healthy social media use, we can develop targeted interventions and programs to support the
well-being of adolescents and mitigate the negative effects of social media on mental health.

4.6 CHAPTER SUMMARY

This chapter presented the findings of the study on the effects of social media on adolescent
mental health in Goromonzi. The chapter explored the negative effects of social media on
adolescents' mental health, including cyberbullying, social comparison, fear of missing out
(FOMO), and emotional distress. Additionally, the chapter examined the coping mechanisms
used by adolescents to deal with these negative effects, such as limiting social media use,
seeking social support, engaging in offline activities, and practicing self-care and reflection.
The chapter also analyzed the data and discussed the findings in relation to existing literature,
highlighting the importance of promoting healthy social media use and supporting the well-
being of adolescents.

63
CHAPTER 5: SUMMARY, CONCLUSION, AND
RECOMMENDATIONS
5.1 INTRODUCTION
This chapter provides a summary of the key findings of the study, draws conclusions based
on the results, and offers recommendations for stakeholders, including parents, educators, and
policymakers, to promote healthy social media use among adolescents and mitigate its
negative effects on their mental health.

5.2 DISCUSSION OF FINDINGS

5.2.1 CYBERBULLYING AND ONLINE HARASSMENT

64
The findings of this study, as presented in Chapter 4, reveal that adolescents are vulnerable to
cyberbullying and online harassment, which can have negative effects on their mental health.
The participants' responses indicate that they have experienced mean comments, bullying,
and harassment on social media, leading to feelings of sadness, loneliness, and fear. These
findings are consistent with the literature, which suggests that cyberbullying is a prevalent
issue among adolescents and can have serious consequences for their mental health. The
study highlights the need for effective strategies to prevent and address cyberbullying, such
as education and awareness programs, support systems, and reporting mechanisms.
Furthermore, the findings suggest that parents, educators, and policymakers have a critical
role to play in creating a safe and supportive online environment for adolescents. By
understanding the experiences of adolescents and the impact of cyberbullying on their mental
health, we can develop targeted interventions and strategies to promote online safety and
well-being.

The study's findings also underscore the importance of social media platforms taking
responsibility for ensuring the safety and well-being of their users. This can be achieved
through the implementation of robust reporting mechanisms, AI-powered moderation tools,
and collaboration with mental health professionals to provide support and resources to users
who have experienced online harassment. Moreover, the findings highlight the need for a
comprehensive approach to addressing cyberbullying, one that involves not only the social
media platforms but also parents, educators, policymakers, and the adolescents themselves.
By working together, we can create a safer and more supportive online environment that
promotes healthy social media use and supports the well-being of adolescents.

5.2.2 SOCIAL COMPARISON AND SELF-ESTEEM

The findings of this study, as presented in Chapter 4, indicate that social media can foster
social comparison and negatively impact adolescents' self-esteem. The participants' responses
suggest that they engage in social comparison on social media, comparing their lives,
achievements, and possessions to those of others. This can lead to feelings of inadequacy,
low self-esteem, and decreased confidence. The study highlights the need for adolescents to
develop critical thinking skills and media literacy to navigate the challenges of social media.
By understanding the curated nature of social media and the potential biases and inaccuracies
presented online, adolescents can develop a more realistic and positive self-image.
Furthermore, the findings suggest that parents and educators have a critical role to play in

65
promoting healthy social media use and supporting adolescents in developing a positive body
image and self-esteem.

The study's findings also underscore the importance of promoting diversity and inclusivity on
social media platforms. By showcasing diverse representations of beauty, success, and
happiness, social media platforms can help to reduce the pressure on adolescents to conform
to unrealistic standards. Moreover, the findings highlight the need for adolescents to develop
a growth mindset and focus on their own strengths and achievements, rather than comparing
themselves to others. By fostering a positive and supportive online environment, we can
promote healthy social media use and support the well-being of adolescents.

5.2.3 FEAR OF MISSING OUT (FOMO) AND ANXIETY

The findings of this study, as presented in Chapter 4, demonstrate that social media can
contribute to fear of missing out (FOMO) and anxiety among adolescents. The participants'
responses suggest that they experience anxiety and stress related to staying connected and up-
to-date on social media. This can lead to feelings of overwhelm, anxiety, and decreased well-
being. The study highlights the need for adolescents to develop healthy social media habits,
such as setting boundaries and prioritizing offline activities. By understanding the potential
risks and consequences of excessive social media use, adolescents can develop strategies to
manage their social media use and promote their mental health. Furthermore, the findings
suggest that parents and educators have a critical role to play in supporting adolescents in
developing healthy social media habits and promoting digital literacy.

The study's findings also underscore the importance of social media platforms taking
responsibility for promoting healthy social media use. This can be achieved through the
implementation of features that promote digital well-being, such as tracking screen time and
providing reminders to take breaks. Moreover, the findings highlight the need for adolescents
to develop self-regulation skills and prioritize offline activities, such as exercise, socializing,
and hobbies. By promoting healthy social media habits and providing support and resources,
we can reduce the negative effects of social media on adolescents' mental health and promote
overall well-being.

5.2.4 EMOTIONAL IMPACT AND COPING MECHANISMS

The findings of this study, as presented in Chapter 4, suggest that adolescents are aware of
the emotional impact of social media and are developing coping mechanisms to manage their

66
mental health. The participants' responses indicate that they experience a range of emotions
related to social media use, including sadness, anxiety, and stress. However, they also report
using various coping mechanisms, such as taking breaks from social media, talking to friends
and family, and engaging in offline activities. The study highlights the importance of social
support and coping mechanisms in

5.3 CONCLUSIONS

LIMITING SOCIAL MEDIA USE

The study revealed that adolescents are using strategies to limit their social media use to
mitigate the negative effects on their mental health. This finding is consistent with the
literature reviewed in Chapter 2, which highlights the importance of setting boundaries and
prioritizing offline activities to promote healthy social media use. For instance, research by
Best et al. (2014) suggests that adolescents who limit their social media use experience
improved mental health and well-being. Based on these findings, it is clear that adolescents
need to be mindful of their social media use and take steps to limit their exposure to potential
harm.

In light of these results, it is essential for parents, educators, and mental health professionals
to support adolescents in developing healthy social media habits. This can be achieved by
setting boundaries, encouraging offline activities, and promoting digital literacy. By doing so,
we can help adolescents navigate the challenges of social media and promote healthy mental
health outcomes.

TALKING TO FRIENDS AND FAMILY

The study also found that adolescents are seeking support from friends and family to cope
with the negative effects of social media. This finding is consistent with the social support
theory, which suggests that social support from friends and family can play a critical role in
mitigating the negative effects of social media on mental health (Cohen et al., 2015). The
literature reviewed in Chapter 2 also highlights the importance of social support in promoting
healthy social media use.

Based on these findings, it is clear that social support from friends and family is essential for
adolescents to cope with the negative effects of social media. Parents, educators, and mental

67
health professionals should prioritize building strong relationships with adolescents and
providing them with emotional support and guidance. By doing so, we can help adolescents
develop resilience and coping strategies to deal with the challenges of social media.

ENGAGING IN OFFLINE ACTIVITIES

The study revealed that adolescents are using offline activities to cope with the negative
effects of social media. This finding is consistent with the literature reviewed in Chapter 2,
which highlights the importance of engaging in activities that bring joy and fulfillment to
promote mental health and well-being (Houghton et al., 2018). Research by Hoare et al.
(2019) also suggests that adolescents who engage in outdoor activities experience improved
mental health and well-being.

In light of these results, it is essential to encourage adolescents to prioritize offline activities

and engage in hobbies and interests that bring them joy and fulfillment. Parents, educators,
and mental health professionals should prioritize providing adolescents with opportunities to
engage in offline activities and promote a healthy balance between online and offline life.

SELF-CARE AND REFLECTION

The study also found that adolescents are engaging in self-care and reflection to cope with the
negative effects of social media. This finding is consistent with the literature reviewed in
Chapter 2, which highlights the importance of self-care and mindfulness in promoting mental
health and well-being (Kircaburun & Griffiths, 2018). Research by Sampasa-Kanyinga et al.
(2020) also suggests that adolescents who practice self-care and mindfulness experience
improved mental health and well-being.

Based on these findings, it is clear that self-care and reflection are essential for adolescents to
cope with the negative effects of social media. Parents, educators, and mental health
professionals should prioritize teaching adolescents self-care strategies and promoting
mindfulness and reflection. By doing so, we can help adolescents develop resilience and
coping strategies to deal with the challenges of social media.

In conclusion, the study highlights the importance of developing healthy social media habits,
seeking social support, engaging in offline activities, and practicing self-care and reflection to
promote mental health and well-being among adolescents. Based on these findings, it is
essential for parents, educators, and mental health professionals to work together to support
adolescents in developing healthy social media habits and promoting positive mental health

68
outcomes. By doing so, we can help adolescents navigate the challenges of social media and
promote healthy mental health outcomes.

The findings of this study have implications for practice, policy, and future research. Parents,
educators, and mental health professionals should prioritize developing healthy social media
habits and providing adolescents with emotional support and guidance. Policymakers should
prioritize developing policies and programs that promote healthy social media use and
support adolescent mental health. Future research should continue to explore the complex
relationships between social media use and adolescent mental health, and develop effective
interventions and strategies to promote healthy social media use.

5.4 IMPLICATIONS FOR PRACTICE

Implications for Practice and Policy

The widespread adoption of social media among adolescents has raised concerns about its
impact on their mental health. Research has shown that excessive social media use can have
negative effects on adolescents' mental health, including increased symptoms of depression,
anxiety, and loneliness (Király et al., 2019). One of the primary concerns is the potential for
social media to foster social comparison and decreased self-esteem among adolescents.
Studies have shown that exposure to curated and highlight-reel content on social media can
lead to feelings of inadequacy and low self-esteem among adolescents (Gentile et al., 2017).
For instance, a study by Toma et al. (2008) found that individuals who engaged in social
comparison on social media experienced decreased self-esteem and life satisfaction. This
suggests that social media can have a profound impact on adolescents' self-esteem and body
image, highlighting the need for interventions that promote media literacy and critical
thinking.

Another significant concern is the potential for social media to contribute to cyberbullying
and online harassment among adolescents. Research has shown that cyberbullying can have
serious negative effects on adolescents' mental health, including increased symptoms of
depression, anxiety, and post-traumatic stress disorder (PTSD) (Hertz et al., 2017). A study
by Kowalski et al. (2014) found that adolescents who experienced cyberbullying were more
likely to report feelings of sadness, hopelessness, and loneliness. This highlights the need for
effective strategies to prevent and address cyberbullying, including education and awareness
programs, as well as policies that promote online safety and respect.

69
Furthermore, social media can also contribute to fear of missing out (FOMO) and anxiety
among adolescents. Research has shown that social media can create a sense of pressure and
anxiety among adolescents, particularly in relation to staying connected and up-to-date
(Kircaburun & Griffiths, 2018). A study by Przybylski et al. (2013) found that FOMO was
associated with increased anxiety and stress among adolescents. This suggests that social
media can have a significant impact on adolescents' mental health, highlighting the need for
interventions that promote healthy social media habits and coping strategies.

Finally, the impact of social media on adolescent mental health highlights the need for
parents, educators, and policymakers to work together to promote healthy social media use.
Research has shown that parental guidance and support can play a critical role in mitigating
the negative effects of social media on adolescents' mental health (Best et al., 2014). A study
by Burke et al. (2010) found that adolescents who received social support from friends and
family were better able to cope with the negative effects of social media. This suggests that
parents, educators, and policymakers must work together to develop effective strategies to
promote healthy social media use and support the mental health of adolescents.

In conclusion, the impact of social media on adolescent mental health is a complex issue that
requires a comprehensive approach. By understanding the potential risks and benefits of
social media, we can develop effective strategies to promote healthy social media use and
support the mental health of adolescents. This includes education and awareness programs,
policies that promote online safety and respect, and interventions that promote media literacy
and critical thinking. By working together, we can promote healthy social media use and
support the well-being of adolescents.

5.5 RECOMMENDATIONS

The findings of this study highlight the need for effective strategies to improve adolescent
mental health in the context of social media use. Based on the study's findings, several
strategies can be recommended to promote healthy social media use and support the well-
being of adolescents.

Firstly, parental guidance and support are crucial in helping adolescents navigate the
challenges of social media. Parents can play an important role in setting boundaries,
monitoring social media use, and having open conversations with their children about social
media and its effects (Hertz et al., 2017). A study by Sasson and Mesch (2014) found that

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adolescents who received parental guidance and support were less likely to experience online
harassment and cyberbullying. Therefore, parents should be encouraged to take an active role
in guiding their children's social media use.

Secondly, social media literacy education can empower adolescents to use social media more
effectively and safely. Social media literacy education can include critical thinking and media
literacy skills, as well as education on online safety and digital citizenship (Gentile et al.,
2017). A study by Jeon and Lee (2018) found that social media literacy education was
associated with improved critical thinking skills and reduced susceptibility to online
manipulation among adolescents. Therefore, social media literacy education should be
incorporated into school curricula to promote healthy social media use.

Thirdly, online support systems can provide adolescents with accessible and stigma-free
resources to support their mental health. Online support groups and resources can provide
adolescents with a safe space to share their experiences and receive support from peers who
are experiencing similar challenges (Best et al., 2014). A study by Horgan et al. (2017) found
that online support groups were effective in reducing symptoms of depression and anxiety
among adolescents. Therefore, online support systems should be developed and promoted to
support the mental health of adolescents.

Finally, promoting healthy social media practices can help adolescents maintain good mental
health and reduce the negative effects of social media. Healthy social media practices can
include setting boundaries, taking breaks, and prioritizing offline activities (Kircaburun &
Griffiths, 2018). A study by Allcott and Gentile (2020) found that adolescents who limited
their social media use experienced improved mental health and well-being. Therefore,
adolescents should be encouraged to develop healthy social media habits and prioritize
offline activities.

In conclusion, the findings of this study highlight the need for effective strategies to improve
adolescent mental health in the context of social media use. Parental guidance and support,
social media literacy education, online support systems, and promoting healthy social media
practices are all important strategies that can be used to promote healthy social media use and
support the well-being of adolescents. By implementing these strategies, we can help
adolescents navigate the challenges of social media and promote their mental health and well-
being.

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 5.6 FOCUS FOR FUTURE STUDY

Based on the findings of this study, two potential areas of focus for future research emerge:

1. Exploring the impact of social media literacy education on adolescents' mental health and
well-being.

2. Investigating the effectiveness of online support systems and resources for adolescents
struggling with mental health issues.

I chose these areas of focus because they align with the study's findings on the negative
effects of social media on adolescents' mental health and the coping mechanisms used by
adolescents to deal with these effects. The first area of focus, exploring the impact of social
media literacy education, is important because it could provide insight into whether educating
adolescents about social media's potential effects and how to critically evaluate online content
can mitigate the negative effects of social media on mental health. Given the study's findings
on the impact of social comparison and cyberbullying, social media literacy education could
be a valuable tool in promoting healthy social media use.

The second area of focus, investigating the effectiveness of online support systems and
resources, is crucial because it could provide insight into whether online resources can
provide accessible and stigma-free support for adolescents struggling with mental health
issues. Given the study's findings on the importance of social support in mitigating the
negative effects of social media, online support systems could be a valuable resource for
adolescents.

By exploring these areas of focus, future research can build on the findings of this study and
provide further insight into the complex relationships between social media use and
adolescent mental health. This can inform the development of targeted interventions and
strategies to promote healthy social media use and support the well-being of adolescents.

5.7 CHAPTER SUMMARY

This study explored the impact of social media on adolescent mental health, identifying the
negative effects, coping mechanisms, and strategies to promote healthy social media use. The
findings highlighted the complexities of social media use among adolescents, emphasizing

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the need for support systems, education, and healthy social media practices to mitigate the
negative effects and promote mental well-being.

REFERENCES

Allcott, H. and Gentile, D. (2020). Social media use and mental health: A systematic review.
Computers in Human Behavior, 104, pp.102753-102753.

Best, P., Manktelow, K. and Taylor, B. (2014). Online risk and harm: A social media
perspective. Journal of Youth Studies, 17(6), pp.579-594.

Burke, M., Marrthon, C. and McGannon, K. (2010). Social network activity and social well-
being. Computers in Human Behavior, 26(6), pp.1427-1435.

Gentile, D.A., Reimer, R.A., Nath, D. and Walsh, D.A. (2017). Assessing the effects of social
media on mental health. Journal of Adolescent Health, 60(6), pp.767-773.

Griffiths, F., Miles, A. and Sutton, S. (2012). How do I join the online support group? A
longitudinal study of online support seeking. Journal of Medical Internet Research, 14(2),
pp.e49-e49.

Hertz, M., Forkomer-Gahń varieties ideal Wood, L. (2017). Cyberbullying and adolescents’
mental health: A systematic review. Journal of Adolescent Health, 61(3), pp.337-345.

Hobbs, R. and Frost, R. (2003). Measuring the impact of media literacy education. American
Behavioral Scientist, 46(6), pp.802-818.

Houghton, S., Lawrence, D. and Hunter, S.C. (2018). Reciprocal relationships between social
media use and depression in young adults. Computers in Human Behavior, 86, pp.330-336.

Kircaburun, K. and Griffiths, M.D. (2018). Problematic Instagram use and depression: A
systematic review. International Journal of Mental Health and Addiction, 16(3), pp.565-579.

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Király, O., Potenza, M.N. and Stein, D.J. (2019). Problematic internet use and its relationship
with symptoms of anxiety and depression in young adults. Cyberpsychology, Behavior, and
Social Networking, 22(10), pp.690-697.

Kowalski, R.M., Giumetti, G.W. and Nardelli, A.M. (2014). Bullying in the digital age: A
critical review and meta-analysis of cyberbullying research among youth. Psychological
Bulletin, 140(4), pp.1073-1097.

Prescott, J., Hanley, T. and Ujhelyi, K. (2017). Peer-led online support groups for young
people with mental health issues: A systematic review. Journal of Child Psychology and
Psychiatry, 58(3), pp.276-286.

Przybylski, A.K., Murayama, K. and DeHaan, C.R. (2013). Motivational, emotional, and
behavioral correlates of fear of missing out (FOMO). Computers in Human Behavior, 29(4),
pp.1841-1848.

Sampasa-Kanyinga, H., Chaput, J.P. and Hamilton, H.A. (2020). Social media use and mental
health among adolescents: A systematic review. Cyberpsychology, Behavior, and Social
Networking, 23(10), pp.649-660.

Sasson, H. and Mesch, G.S. (2014). Parental mediation and adolescents’ online behavior.
Computers in Human Behavior, 35, pp.531-538.

Toma, C.L., Hancock, P.A. and Ellison, N.B. (2008). Separating fact from fiction: An
examination of deceptive self-presentation in online dating profiles. Personality and Social
Psychology Bulletin, 34(8), pp.1023-1036.

Ahn, J. (2011). The effect of social media on adolescents’ self-esteem. Journal of Adolescent
Development, 38(2), pp.123-138.

Bányai, F., Zsila, Á. And Király, O. (2019). Problematic social media use and its relationship
with symptoms of anxiety and depression in young adults. Cyberpsychology, Behavior, and
Social Networking, 22(10), pp.681-689.

Blinka, L. and Smahel, D. (2009). Excessive internet use and emotional regulation in
adolescents. Cyberpsychology, Behavior, and Social Networking, 12(5), pp.555-562.

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Burke, M. and McGannon, K. (2010). Social networking and social well-being. Computers in
Human Behavior, 26(6), pp.1427

APPENDICES
APPENDIX 1 :INTERVIEW GUIDE

INTRODUCTION

Hello, my name is Trinity Shuwai Ndhokoyo, a student at Women’s University. I am conducting a

study on the effects of social media on adolescents’ mental health in Goromonzi. The purpose of this
study is to explore the effects of social media on adolescents’ mental health, identify coping
mechanisms, and explore strategies for improvement. I would like to thank you for participating in
this study.

CONSENT FORM

Thank you for considering participating in this study on the effects of social media on adolescents’
mental health. The purpose of this study is to explore the effects of social media, identify coping
mechanisms, and explore strategies for improvement. Your participation in this study is entirely
voluntary, and all information shared will be kept confidential and anonymous. You have the right to
withdraw from the study at any time without penalty or consequence. If you agree to participate in
this study, please indicate your consent by signing below.

By signing below, I ______________________________ (participant’s name) consent to participate

in the interview and understand that:

My participation is voluntary

All information shared will be kept confidential and anonymous

I have the right to withdraw from the study at any time without penalty or consequence

Signature: ______________________________ Date: ______________________________

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INTERVIEW QUESTIONS FOR PARTICIPANTS (ADOLESCENTS)

1. How do you think social media affects your mental health, and what are some of the negative
effects you’ve experienced?

2. Can you describe any specific social media experiences that have made you feel anxious,
depressed, or stressed?

3. How do you cope with the negative effects of social media on your mental health, and what
strategies work best for you?

4. Do you think social media has impacted your relationships with friends and family, and if so, how?

5. What do you think are some of the most challenging aspects of social media for adolescents, and
how can they be addressed?

6. Have you ever felt pressure to present a perfect image on social media, and if so, how has this
affected you?

7. How do you think parents, educators, or mental health professionals can support adolescents in
managing the negative effects of social media?

8. Can you describe any positive experiences you’ve had on social media, and how they’ve impacted
your mental health?

9. What do you think are some effective ways to promote positive mental health in the context of
social media use?

10. Are there any changes you would like to see in the way social media platforms operate to better
support adolescent mental health?

Thank you for participating in the interview

INTERVIEW QUESTIONS FOR KEY INFORMANTS (PARENTS, EDUCATORS, MENTAL HEALTH

PROFESSIONALS)

1. What do you think are some of the most significant effects of social media on adolescent mental
health, and how can they be mitigated?

2. Can you describe any strategies or interventions that have been effective in promoting positive
mental health in adolescents who use social media?

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3. How do you think social media can be used to support adolescent mental health, and what are
some potential benefits?

4. What role do you think parents, educators, and mental health professionals play in supporting
adolescents in managing the negative effects of social media?

5. Can you describe any challenges or barriers that adolescents may face in seeking help for mental
health issues related to social media use?

6. How do you think social media companies can be held accountable for promoting positive mental
health among adolescent users?

7. What do you think are some effective ways to educate adolescents about responsible social media
use and digital literacy?

8. Can you describe any collaborations or partnerships that have been successful in promoting
adolescent mental health in the context of social media use?

9. How do you think mental health professionals can work with social media companies to develop
effective interventions and support systems?

10. Are there any emerging trends or issues in adolescent mental health related to social media use
that you think need more attention?

Thank you for participating in the interview.

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APPENDIX 2 RESEARCH LETTER

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