SOCIAL PSYCHOLOGY ASSIGNMENT

1.Effects of Social Media Use on Psychological

Well-Being: A Mediated Model
Ostic, D., Qalati, S. A., Barbosa, B., Shah, S. M. M., Galvan Vela,
E., Herzallah, A. M., & Liu, F. (2021)

People use social media for a variety of reasons,

including entertainment, communication, and
information search. Notably, adolescents and
young adults are increasingly spending time on
social networking sites, e-games, texting, and
other forms of social media. According to some
authors, social media has changed the forms of
group interaction and the individual and collective
behavior of its users all over the world. Social
media usage has been associated with anxiety,
loneliness, and depression. this paper's main
objective is to shed light on the effect of social
media use on psychological well-being.
However, social media use contributes to the
development of a sense of connectedness with
relevant others, which may help to reduce social
isolation. Indeed, social media allows people of all
ages to use their sense of belonging in different
communities to interact with both close ties, such
as family, friends, and relatives, and weak ties,
such as coworkers, acquaintances, and strangers.
Several contributions are made in this article, it
adds to the existing literature on the impact of
social media use on psychological well-being and
investigates the contradictory evidence provided
by various approaches. Hence, this paper provides
insights into how to help reduce the potential
negative effects of social media use by
demonstrating that social media usage positively
impacts psychological well-being by bridging and
bonding social capital.
The primary goal of this paper is to shed light on
the impact of social media use on psychological
well-being. It provides a more comprehensive
study of the phenomenon by taking into account a
set of mediators, including social capital types like,
bonding social capital and bridging social capital,
social isolation, and smartphone addiction. The
paper includes a quantitative study of 940 Mexican
social media users that used structural equation
modelling (SEM) to test the hypotheses. The
findings indicate that social media use has an
overall positive indirect impact on psychological
well-being, owing to the positive effect of bonding
and bridging social capital. The empirical model
has 45.1% explanatory power. This paper provides
empirical evidence and robust statistical analysis
demonstrating that both positive and negative
effects coexist, assisting in reconciling
inconsistencies found in the literature thus far.
2. Teenage Mothers and Social Isolation: The Role
of Friendship as Protection against Relational
Exclusion.
Ellis-Sloan, K., & Tamplin, A. (2019).

Particularly concerning in this case is the possibility

that young parents will lack adequate social
support. According to Oakley, there is some
conceptual overlap between social support and
friendship. Social support can be defined as well-
intentioned actions that are freely given to
someone with whom one has a personal
relationship and result in a positive response.
According to this article, friendships are
underutilized as a source of potential support. It
thus builds on previous research into the isolation
and loneliness of teenage mothers to investigate
how a teenage pregnancy affects a young woman's
friendship networks. It then goes on to explain how
new friendships form and what kind of support they
offer. The article concludes by arguing that social
policy can help to facilitate friendship support by
investing in it, integrating group support with one-
on-one methods, and addressing stigma.
3. Moderating Effects of Teacher–Student
Relationship in Adolescent Trajectories of
Emotional and Behavioral Adjustment
Wang, M. T., Brinkworth, M., & Eccles, J. (2013).

Teachers' relationships are critical in the

development of these social competencies, which
often translate into positive psychological
adjustment as the adolescent progresses through
middle school.
Higher levels of attachment to teachers early in
middle school, according to research, can both
strengthen the adolescent's sense of
connectedness to teachers and school and reduce
the likelihood of future psychological and
behavioral problems.

The concurrent and longitudinal effects of effortful

control, parent-adolescent conflict, and teacher-
student relationships on adolescent depression and
misconduct were investigated in this study. We
specifically looked at whether positive teacher-
student relationships characterized by warmth and
trust could mitigate the risks of low effortful control
and parent-adolescent conflict. Data were gathered
from 1,400 urban youths (52% female, 51% Black,
44% White) who reported on their effortful control
at the age of 13 and their depressive symptoms
and misconduct from the ages of 13 to 18. Data on
teacher-student relationships were gathered from
teacher reports at age 13 and data on parent-
adolescent conflict from parent reports at age 13.
As predicted, regardless of gender, both early poor
effortful control and a conflictive parent-adolescent
relationship were general risk factors for
depression and misconduct in adolescents. Positive
teacher-student connections safeguarded
adolescents from depression and misconduct from
the ages of 13 to 18. Furthermore, positive
teacher-student relationships mitigated the
negative influences of adolescents' early poor
effortful control and conflictive parent-adolescent
relationships on misconduct, assisting at-risk
adolescents to achieve less behaviorally delinquent
developmental trajectories over time.
According to our hypotheses, regardless of gender,
the proximal characteristics of early low effortful
control and conflictive parent-adolescent
relationships functioned as two general risks for
adolescents' depression and misconduct, such that
adolescents who had poorer effortful control and
more conflicts with parents at age 13 were more
likely to experience depression and misconduct
from ages 13 to 18. Furthermore, at the age of 13,
positive teacher-student relationships protected
adolescents from increases in depression and
misconduct over time. However, changes in
adolescent misconduct did not depend solely on
the level of their early effortful control or conflict
with parents, but also on their interaction with
teacher-student relationships.
4. Effects of stress and social support on
recurrence in bipolar disorder
Cohen, A. N., Hammen, C., Henry, R. M., & Daley, S. E. (2004).

This study investigates the effects of stressful

situations and social support on episode recurrence
in bipolar I disorder in the future.
Methods: Fifty-two outpatients with bipolar I
disorder from an urban population were followed
up on every three months for up to a year.
Individuals reported individually on perceived
social support from a closest friend, parent, and
romantic partner during the initial interview, which
was merged to generate a total network support
score. Over the course of a year, ongoing
prospective assessments of stressful life events,
symptomatology, and medication compliance were
done. To predict episode recurrence, logistic
regressions were used.
Results: As predicted, both higher levels of stress
and lower levels of social support from the total
network independently predicted depressive
recurrence over a 1-year follow-up, after
controlling for clinical history and compliance.
Social support did not moderate the impact of
stress
Limitations: Only a 1-year follow-up was obtained,
and sample sizes may have been insufficient to
detect prediction of manic episodes. Direction of
causality between support and recurrence is
hypothesized but cannot be definitively determined
Conclusions: Higher levels of stress and
perceptions of less available and poorer quality
close relationships are associated with recurrence.
Interventions that target these psychosocial
vulnerabilities may help alter the course of bipolar I
disorder. Research with larger samples should
further examine the possible polarity-specific
effects of social risk factors.
After controlling for clinical history and medication
compliance, the findings supported the hypothesis
that low levels of perceived social support from the
total network predicted the recurrence of affective
episodes over a 1-year period. The findings
suggested that lower levels of social support, in
particular, predicted depressive recurrence but not
manic recurrence.
5. Coping with minority stress in romantic
relationships among lesbian, gay and bisexual
people
Song, C., Buysse, A., Zhang, W., Lu, C., Zhao, M., & Dewaele, A.
(2020)

Minority stress creates a stressful social

environment that can lead to mental health issues
in people who identify as members of minority
groups, such as lesbian women, gay men, and
bisexual people. We will focus on a sexual minority
population in this study and look into the
relationship between minority stress and
intra/extra-dyadic stress. We will investigate
whether extradyadic stress mediates the
relationship between minority stress and
relationship satisfaction.
Minority Relationship satisfaction may suffer as a
result of stress in (LGB) people. However, less is
known about the potential mechanisms among the
above-mentioned associations in LGB romantic
relationships in the present day.
In this study, we looked at the impact of minority
stress on relationship satisfaction among LGB
people.
LGBs (N=1481) were recruited for a cross-
sectional, online survey using a targeted sampling
strategy. Participants (M age = 35.05 years; 53%
men) completed a survey that assessed minority
stress (i.e., internalized homonegativity, stigma
consciousness, and sexual orientation
concealment); intra-/extra-dyadic stress and
coping; and relationship satisfaction. To test the
relationships between variables, rigorous latent
moderated structural equations were used.
The final model fit the data well, according to the
results. Only increased intradyadic stress was
found to be negatively associated with minority
stress and relationship satisfaction. Minority stress
and intra-dyadic stress were both mitigated by
dyadic coping. This study emphasizes the
importance of investigating dyadic coping in
romantic relationships in LGBs in order to gain a
better understanding of these relationships and the
processes involved. It has significant clinical and
social implications for the design and assessment
of multi-level interventions.
Conclusion
The people around you influence your personality
and behaviors. The decisions you make and the
behaviors you exhibit may be influenced not only
by the number of people present, but also by who
you are with. It is important to note that social
psychology is more than just studying social
influences. Understanding social behavior also
requires an understanding of social perception and
social interaction.
The way we perceive other people (and how we
believe they perceive us) can have a significant
impact on a wide range of actions and decisions.
Consider how you behave differently in public than
you would at home alone. You may be loud and
rambunctious at home, but much more subdued
and reserved in public.
Reference
https://www.frontiersin.org/articles/10.3389/
fpsyg.2021.678766/full#B61
https://scholar.google.com/scholar?
hl=en&as_sdt=0%2C5&q=Coping+with+minority+
stress+in+romantic+relationships+among+lesbia
n%2C+gay+and+bisexual+people+&btnG=
https://sci-hub.ru/10.1037/a0027916
https://sci-hub.hkvisa.net/10.1017/
s1474746418000106
https://www.webmd.com/
https://link.springer.com/