Presenting the Self on Social Media: Motivation for Social Acceptance

• In Event: Poster Session 04
  In Poster Session: PS 04 Topic - Technology, Media & Child Development

Abstract

At a time when emerging adults (ages 18-29) undergo considerable instabilities in developing a clear sense of the self, they turn increasingly to peers as critical sources of support (Schwartz, 2016). Social acceptance or feeling accepted/valued by others (e.g., peers) is a critical developmental need, affecting self-esteem (Leary & Baumeister, 2000), social anxiety (fear of being negatively evaluated by others) (Schlenker & Leary, 1982), and self-presentation (behaviors that shape other people’s impressions of the self) (Baumeister, 1982).

Emerging adults spend a significant amount of time interacting with peers on social media such as Facebook (Smith & Anderson, 2018). They use social media to fulfill their need for social acceptance via self-presentation (Wang et al., 2018). Online self-presentation involves real self-presentation (i.e., presenting the authentic/truthful parts of the self) and false self-presentation (i.e., presenting the parts of the self that are inauthentic/less truthful (deception) and socially desirable (compare/impress), and the parts one is exploring) (Michikyan et al., 2014). Online self-presentation is linked with self-esteem (Yang et al., 2017)–an essential sociometer for social acceptance (Leary & Baumeister, 2000). Online self-presentation in the context of development is complicated by psychosocial well-being factors such as social anxiety (Michikyan, 2020).

As the need for social acceptance affects a wide variety of behaviors–including different kinds of online self-presentation (Wang et al., 2018), it is critical to explore the underlying psychosocial developmental and well-being mechanisms behind specific kinds of online self-presentation as related to social acceptance during the emerging adulthood transition.

Using a multiple self-presentation framework and a series of multiple regression analysis, the present study examined: (1) the relationship between self-esteem, social anxiety, and online presentation of the real self and false self, and (2) the moderating role of social anxiety between self-esteem and online self-presentation.

Participants consisted of 220 college students (M age = 23). They completed measures of global self-esteem (Rosenberg, 1965), social anxiety (Mattick & Clarke, 1998), and online self-presentation (Michikyan et al., 2014).

Self-esteem was positively associated with online presentation of the real self (β = .28, p < .001), and negatively associated with online presentation of the false self: deception (β = -.29, p < .001) and compare/impress (β = -.25, p = .001). Social anxiety was positively related to online presentation of the false self: exploration (β = .18, p = .027) and compare/impress (β = .21, p = .004). Social anxiety moderated the relationship between self-esteem and online presentation of the false self: deception (β = -.15, p = .024) and compare/impress (β = -.15, p = .024).

Findings implied that emerging adults who feel socially accepted by peers may be presenting themselves online truthfully. Emerging adults who are feeling less socially accepted and more socially anxious, however, may be presenting themselves online in a less truthful and more socially desirable manner perhaps to increase feelings of social acceptance. Findings also indicated that emerging adults who feel socially anxious look to peers on social media for managing the stresses of developing a clear sense of the self.

Author

• Minas Michikyan, California State University - Los Angeles
  Presenting Author