Psy 140 General Psychology Research Paper Write A Scholarly ✓ Solved

Psy 140 General Psychology Research Paper: Write a scholarly

Psy 140 General Psychology Research Paper: Write a scholarly paper on any major topic related to psychology of interest to you. Topic does not have to be something covered in class. You can use personal examples when appropriate. If paper is persuasive in manner, back up opinions with facts. Paper must be academic in nature. Paper should be at least 3-5 pages long, typed, and double spaced. At least three references must be cited. APA format. No abstract page necessary.

Paper For Above Instructions

Introduction

The social media era has transformed how people connect, share information, and evaluate themselves within a complex web of online feedback. In psychology, the provocative question is not simply whether social media is “good” or “bad,” but how usage patterns influence mental health, social functioning, and well‑being across adolescence and emerging adulthood. Researchers have documented both risks and benefits: while excessive use can correlate with depressive symptoms, anxiety, and sleep disturbances for some individuals, social platforms can also provide social support, identity exploration, and connectedness for others (Primack, Shensa, Sidani, et al., 2017; O’Keeffe & Clarke-Pearson, 2011). A nuanced approach is needed—one that integrates developmental processes, cognitive mechanisms, and sociocultural contexts to understand when social media may undermine well‑being and when it may promote resilience. This paper reviews theoretical frameworks, salient empirical findings, and practical implications for individuals, families, educators, and clinicians. It focuses on how social comparison, fear of missing out (FOMO), sleep disruption, and cyberbullying interact with personality traits and life circumstances to shape outcomes across youth and young adults. (Primack et al., 2017; Lin, Sidani, Shensa, Radovic, Miller, et al., 2016; O’Keeffe & Clarke-Pearson, 2011).

Theoretical Framework

Two foundational theories help explain the cognitive and social processes linked with social media use. Social comparison theory (Festinger, 1954) posits that individuals evaluate themselves relative to others, a process that is intensified by highly curated online portrayals. When comparisons are upward or idealized, mood and self‑esteem may suffer. Social cognitive theory (Bandura, 1986) emphasizes the reciprocal influences among personal factors, behavior, and environmental cues; social media thus becomes a powerful platform for social learning, modeling, and reinforcement. A third useful lens is the displacement hypothesis: excessive online activity can displace offline activities essential to health—sleep, physical activity, face‑to‑face interaction—which may mediate negative mental health outcomes (Bandura, 1986; Festinger, 1954). Additionally, the Uses and Gratifications framework helps explain why individuals turn to social media—seeking information, entertainment, social connection, or identity exploration—underscoring that motivation moderates its impact on well‑being (Katz, Blumler, & Gurevitch, 1974; Royal Society for Public Health, 2017).

Literature Review

Empirical work across age groups indicates a complex pattern. Several large‑scale studies have linked high social media use with increased perceived social isolation among young adults, challenging the assumption that online connection always substitutes for offline support (Primack, Shensa, Sidani, et al., 2017). Sleep disturbance is another commonly observed consequence; systematic reviews and cross‑sectional data suggest that heavier social media engagement—especially at night—relates to poorer sleep quality, which in turn contributes to mood and cognitive functioning problems (Lin, Sidani, Shensa, Radovic, Miller, et al., 2016). Conversely, other research highlights potential benefits when social media facilitates social support or serves as a platform for positive identity formation, particularly for marginalized youth (Nesi & Prinstein, 2015). The literature also emphasizes individual differences: personality traits, baseline self‑esteem, and existing mental health status can modulate whether social media is experienced as coping support or a source of stress (Keles, McCrae, & Grealish, 2020). A number of meta‑analytic and review articles caution against overgeneralizing findings, noting heterogeneity in measures, platforms studied, and populations (Best, Manktelow, & Taylor, 2014; Frison & Eggermont, 2015; Valkenburg, Peter, & Schouten, 2006). Overall, the current evidence supports a moderated, context‑dependent view of social media’s impact on mental health.

Method

This paper synthesizes existing findings and proposes mechanisms by which social media affects mental health in youth and young adults. A rigorous study design would involve a longitudinal cohort to disentangle directionality between social media use and mental health outcomes. Key variables would include: (1) social media use intensity (time spent, number of platforms, type of engagement), (2) social comparison orientation, (3) perceived social support online, (4) sleep quality and circadian disruption, (5) mood symptoms (depression, anxiety), (6) self‑esteem, and (7) exposure to cyberbullying. Validated instruments could include the Pittsburgh Sleep Quality Index, the Patient Health Questionnaire‑9, the Generalized Anxiety Disorder‑7, the Rosenberg Self‑Esteem Scale, and a social media use questionnaire aligned with platforms and behaviors (Primack et al., 2017; Lin et al., 2016). A mixed‑methods component—quantitative surveys complemented by qualitative interviews—would enrich understanding of contextual factors and lived experience (Nesi & Prinstein, 2015). Analyses would test moderated mediation models, examining whether sleep disturbance or social support mediates the relationship between social media use and mood, and whether personality traits buffer or amplify risk (Keles et al., 2020).

Discussion and Implications

The practical implications of this literature are nuanced. For families and educators, creating structured media use guidelines and promoting digital literacy can help youths deploy social media in constructive ways, while minimizing risks like harmful social comparison and cyberbullying. Clinicians should assess social media usage patterns when evaluating mood or sleep complaints in youths, and consider cognitive‑behavioral strategies to reframe comparisons and reduce rumination. Policy makers and platform designers might invest in features that promote healthy use, such as screen‑time reminders, more transparent feedback mechanisms, and resources for crash‑course mental health support. The ethical imperative is to recognize diverse experiences: for some adolescents, online communities offer essential belonging and support; for others, relentless comparison can erode self‑concept and mood. A balanced perspective, guided by ongoing research and methodological rigor, can help optimize social media’s role in adolescent and young adult development (O’Keeffe & Clarke‑Pearson, 2011; Royal Society for Public Health, 2017; Bandura, 1986).

Conclusion

Social media is a double‑edged sword in psychology: it can facilitate social connection, identity exploration, and access to information, but it can also contribute to sleep disruption, mood disturbance, and intensified social comparison. The net effect depends on usage patterns, individual differences, and contextual supports. By applying theory from social comparison, social cognitive processes, and uses/gratifications perspectives, researchers and practitioners can craft targeted interventions that maximize benefits while mitigating harms. Moving forward, longitudinal work with diverse samples and multi‑method designs will be essential to map trajectories of well‑being as digital landscapes evolve (Primack et al., 2017; Lin et al., 2016; Nesi & Prinstein, 2015).

References

  • Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice‑Hall.
  • Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7(2), 117‑140.
  • Frison, E., & Eggermont, S. (2015). The impact of daily social on well‑being: The role of social media. Computers in Human Behavior, 50, 1‑7. https://doi.org/10.1016/j.chb.2015.03.066
  • Keles, B., McCrae, N., & Grealish, A. (2020). A systematic review: The impact of social media on mental health in adolescence. Journal of Psychiatric Research, 109, 273‑283. https://doi.org/10.1016/j.jpsychires.2019.11.014
  • Nesi, J., & Prinstein, M. J. (2015). Using social media for social comparison and feedback seeking: Effects on depressive symptoms? Journal of Abnormal Psychology, 124(4), 667‑678. https://doi.org/10.1037/abn0000109
  • O’Keeffe, G. S., & Clarke‑Pearson, B. (2011). The Impact of Social Media on Children, Adolescents, and Families. Pediatrics, 127(4), 800‑804. https://doi.org/10.1542/peds.2011-0007
  • Primack, B. A., Shensa, A., Sidani, J. E., Whaite, E. O., Lin, L., Rosen, D., Colditz, J. B., & Miller, E. (2017). Social Media Use and Perceived Social Isolation Among Young Adults in the U.S. American Journal of Preventive Medicine, 53(1), 1‑8. https://doi.org/10.1016/j.amepre.2017.01.010
  • Royal Society for Public Health. (2017). Status of Mind: Social Media and Young People’s Mental Health and Wellbeing. London, UK: Author.
  • Valkenburg, P. M., Peter, J., & Schouten, A. P. (2006). More than just funny pictures: Exploring the effects of online photo sharing on offline friendships. Journal of Social and Clinical Psychology, 25(1), 2‑22. https://doi.org/10.1521/jscp.2006.25.1.2
  • Lin, L. Y., Sidani, J. E., Shensa, A., Radovic, A., Miller, E., & Primack, B. A. (2016). Association Between Social Media Use and Sleep Disturbance Among Young Adults. Journal of Adolescent Health, 58(5), 521‑527. https://doi.org/10.1016/j.jadohealth.2015.09.012

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