Proceed With Caution: Tweens’ Self-Protective Strategies When Initiating Social Media Use

• In Event: 3-049 - Be-Tween Devices: Connecting Pre- and Early- Adolescents’ Mobile Device Use and Wellbeing

Integrative Statement

Over the past two decades there have been dramatic changes not only in the percentage of young people active on social media but also in the age at which such activity begins. Most youths now initiate social media accounts during the tween years, ages 10-13 (Antheunis et al., 2016)—a more psychologically vulnerable period because of dramatic cognitive, social, and physical changes occurring with the transition into adolescence (Simmons & Blyth, 1987). Social media provide tweens with a new venue for social interactions and relationships, but also expose them to more possibilities of encountering peer criticism, teasing, or bullying (O’Keefe et al., 2011). The current study addresses an important gap in extant literature: understanding self-protective strategies tweens employ in initial forays into social media and their consequences for social and emotional development.

Semi-structured interviews were conducted with an ethnically and economically diverse sample of 30 Midwestern U.S. middle school students, ages 11-13 (M age: 12.1; 63% female; 27% African American, 13% Hispanic, 43% European American, 13% multi-ethnic, 3% unreported). Open (first cycle) coding was followed by thematic (second cycle) coding (Saldana, 2016), based on an initial analysis of 10 cases and a survey of literature on early adolescent social media use. Coders examined interview transcripts for evidence of 6 major initiation strategies (see Table 1). Subsequent analyses focused on differences in demographic background or evidence of psychosocial adjustment among youths employing different strategies.

Girls were more likely to have (or have had) “mainline” social media accounts (Instagram, Snapchat, Facebook, Twitter) than boys, who were more involved in interactive gaming (Roblox, Call of Duty, GTA). Girls were also more likely to manifest the initiation strategy labeled dive in, indicating heavy and often competitive involvement in social media. The few participants displaying this strategy seemed high in self-confidence and social involvement with peers. An equally small group elected (or were forced by parents) to stay out of social media, confining interactions to texting family or a few close friends. Nearly half the sample spent considerable time observing others, which helped them master peer norms about posting behavior. A closely related but less frequent strategy was to learn from the famous by following celebrities’ Instagram or Twitter accounts, or observing posts of unknown but widely followed YouTubers (especially gamers). Somewhat surprising was the inclination of many participants to abandon a social media app (close their account) after one bad experience—often something occurring to someone else. A final strategy, mostly among boys, was to stick to gaming, in which conversations with peers about personal issues could be worked into the online dialog accompanying video game play. Most participants manifested multiple strategies; certain combinations of strategies were more common (e.g., observing others and abandonment).

Study findings underscore the diversity of social media experience characteristic of the tween years. Youths seem to employ multiple strategies to minimize socioemotional trauma as they learn to incorporate social media use into their social skill set. Findings are interpreted by applying developmental principles to models of socioemotional learning.

Authors

• B. Bradford Brown, University of Wisconsin-Madison
  Presenting Author

• Angela Calvin, University of Wisconsin-Madison
  Non-Presenting Author

• Ashley Prudhom, University of Wisconsin-Madison
  Non-Presenting Author

• GeckHong Yeo, University of Wisconsin-Madison
  Non-Presenting Author