خودآموزی رسانه های اجتماعی بزرگسالان و توسعه هویت در انتقال کالج: ذهنیت به عنوان مدعی

Scholars have described how youth perform online self-presentation and its implications for identity formation. However, only a few studies have statistically examined the associations between self-presentation on social media and identity development at major developmental transitions. Also, although mindfulness is found to moderate the relationship between social media use and psychological outcomes, its moderating role has not been investigated in self-presentation/identity research. Drawing on a multi-faceted model of online self-presentation and identity theories, we explored how four dimensions of social media self-presentation related to college freshmen's self-esteem and identity clarity. Survey data from 219 college freshmen between the ages of 18 and 23 (Mage = 18.29, S.D. = 0.75; 74% female; 41% White, 38% Black) showed that positive online self-presentation was related to higher self-esteem. It was also related to higher identity clarity but only among mindful freshmen. Authentic online self-presentation was related to higher self-esteem, also for mindful freshmen only. Presenting personal/intimate information was associated with lower identity clarity. The negative relationships between such self-presentation and the two identity outcomes were stronger among less mindful freshmen. Findings revealed the diverse associations between online self-presentation and identity development at the college transition.