Project – The Influence of Social Media Use on Interpersonal Relationships Among University Students: A Study of the University of Nigeria, Nsukka.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Social media has become an important feature of contemporary communication, transforming how individuals establish, maintain and develop interpersonal relationships. Platforms such as Facebook, WhatsApp, Instagram, TikTok, Snapchat and X provide opportunities for users to exchange information, share personal experiences, express emotions and interact with people across geographical boundaries. Unlike traditional communication channels, social media enables users to communicate through text messages, voice notes, photographs, videos, live broadcasts and video calls, thereby creating multiple avenues for social interaction. Kaplan and Haenlein (2010) describe social media as internet-based applications that facilitate the creation and exchange of user-generated content, while Kietzmann et al. (2011) explain that social media platforms incorporate different functional features, including identity, conversations, sharing, relationships, reputation and groups. These developments demonstrate that social media is not merely a technological innovation but also an important environment in which interpersonal relationships are formed and sustained. Consequently, understanding the influence of social media use on interpersonal relationships has become essential for examining contemporary patterns of human communication, particularly among university students whose educational and social experiences frequently involve digital interaction.

Interpersonal relationships refer to the social and emotional connections individuals establish with others through communication, interaction, mutual understanding, trust, emotional support and shared experiences. Such relationships may involve friendships, romantic partnerships, family relationships, peer associations and relationships with academic colleagues. In the university environment, interpersonal relationships contribute to students’ sense of belonging, social adjustment, emotional support and participation in academic activities. Social media has expanded the opportunities available to students for maintaining existing relationships and developing new social connections beyond the limitations of physical proximity. For instance, students can communicate with classmates about assignments, maintain contact with family members, coordinate group activities and sustain friendships during holidays or periods away from campus. Valkenburg and Peter (2007), in their investigation of online communication and adolescent well-being, found support for the stimulation hypothesis, which proposes that online communication can strengthen existing friendships by facilitating more frequent interaction and improving relationship quality. Although their study focused on adolescents rather than university students, its findings provide a useful theoretical foundation for understanding how digital communication may support interpersonal relationships among young adults in higher education.

The increasing integration of social media into students’ everyday activities has also changed the frequency, speed and nature of interpersonal communication. University students can communicate instantaneously, participate in online communities, exchange information with peers and maintain relationships irrespective of physical distance. These capabilities can improve accessibility, encourage self-disclosure and provide emotional support when direct face-to-face interaction is difficult. Valkenburg and Peter (2009), in a longitudinal study of adolescents’ existing friendships, examined how instant messaging influenced friendship quality and highlighted the importance of understanding digital communication in relation to established social connections. Similarly, Kietzmann et al. (2011) demonstrate that social media platforms facilitate relationship-building through their networking, sharing and communication functions. For university students, these possibilities may be particularly relevant because higher education often involves the development of new friendships, adaptation to unfamiliar social environments and participation in academic and extracurricular communities. Social media can therefore serve as a supplementary channel through which students maintain social contact, exchange support and strengthen their sense of connection with others.

Despite its benefits, social media use may also create challenges for interpersonal relationships when online engagement becomes excessive, distracting or poorly managed. Frequent attention to social media notifications during conversations, prolonged engagement with online content and the prioritisation of virtual interactions over physical encounters may reduce the quality of direct communication. Interpersonal relationships often depend on active listening, emotional responsiveness, mutual attention and the interpretation of verbal and non-verbal cues. When individuals repeatedly interrupt face-to-face interactions to check their devices, their communication partners may perceive such behaviour as neglect, disinterest or disrespect. Turkle (2015) discusses how digital technologies can influence the quality of face-to-face conversation and argues that constant connectivity may complicate the development of sustained interpersonal engagement. However, the possibility of negative effects does not mean that social media inevitably weakens relationships. Rather, its influence may depend on the frequency of use, the purpose of engagement, the nature of the relationship and the extent to which online communication complements or replaces direct interaction. This distinction makes it necessary to examine social media use in relation to specific dimensions of interpersonal relationships instead of assuming that every form of digital engagement produces the same outcome.

Another important consideration is that the relationship between social media and interpersonal relationships may be both beneficial and harmful, depending on how students use digital platforms. Social media can promote friendship formation, social support and a sense of belonging, but it may also expose users to cyberbullying, misunderstandings, jealousy, privacy violations and conflicts arising from online interactions. Best, Manktelow, and Taylor (2014), in their systematic narrative review of online communication, social media and young people’s well-being, identified both positive and negative outcomes associated with online social technologies. The review reported benefits such as perceived social support, increased social capital and opportunities for self-disclosure, alongside concerns including social isolation and cyberbullying. Although psychological well-being is not identical to interpersonal relationship quality, these findings are relevant because emotional support, social belonging and interpersonal conflict are closely connected to the experiences of individuals within their social networks. For university students, online disagreements, misinterpretation of messages, exclusion from digital groups and conflicts involving romantic partners or friends may influence trust and relationship satisfaction. It is therefore important to investigate whether students experience social media primarily as a means of strengthening their relationships or whether particular patterns of use introduce difficulties into their social lives.

In Nigeria, social media has become a significant avenue through which university students communicate, access information and participate in social activities. The widespread availability of internet-enabled mobile devices has made digital communication an important part of student life, particularly for maintaining friendships, joining academic groups and communicating with people outside the immediate university environment. Nigerian research provides a useful basis for examining these developments. Agbasi and Bebenimibo (2023), in their study of social media and relationship building among undergraduate students in federal universities in South-East Nigeria, found that social media contributed to relationship formation among the students studied and identified communication as an important reason for its use in relationship building. Their findings suggest that digital platforms can serve meaningful interpersonal purposes within Nigerian higher education. Nevertheless, evidence from selected universities across the South-East cannot automatically be generalised to every student population, because institutional circumstances, individual preferences, social backgrounds and patterns of platform use may differ. Furthermore, the existence of online connections does not necessarily establish that relationships are characterised by trust, emotional closeness, effective communication or long-term stability. These considerations justify further investigation into the ways social media use relates to the quality and maintenance of interpersonal relationships within a clearly defined university setting.

The University of Nigeria, Nsukka, provides a relevant setting for investigating the influence of social media use on interpersonal relationships among university students. As a university community comprising students from different social, cultural and educational backgrounds, it offers an appropriate context for examining how digital communication intersects with friendship formation, peer interaction, romantic relationships and face-to-face communication. Students may use social media to maintain contact with friends, collaborate on academic activities, participate in social groups and communicate with family members. At the same time, the amount of time devoted to online activities, the purposes for which platforms are used and students’ communication habits may influence their experiences of interpersonal relationships in different ways. Existing research establishes that online communication can support relationships while also presenting potential challenges, but these outcomes should not be presumed to occur uniformly across populations (Best et al., 2014; Valkenburg & Peter, 2007). Against this background, the present study seeks to examine the influence of social media use on interpersonal relationships among students of the University of Nigeria, Nsukka, with particular attention to patterns of use, the role of social media in maintaining relationships, its relationship with face-to-face communication and the challenges associated with its use. The study is expected to provide institution-specific evidence that may contribute to a better understanding of students’ communication practices and the promotion of healthier interpersonal relationships within the university community.

1.2 Statement of the Problem

Social media has become an important communication tool among university students, providing opportunities to exchange information, maintain friendships and establish new relationships. However, the increasing integration of social media into everyday student life raises questions about its influence on the quality of interpersonal relationships. Although digital platforms make communication faster and more accessible, the extent to which they promote meaningful interaction, mutual understanding, emotional closeness and relationship satisfaction remains an important issue for investigation. Valkenburg and Peter (2007) demonstrated that online communication may strengthen existing friendships under certain conditions, suggesting that the social consequences of digital interaction cannot be understood through a purely negative perspective. Nevertheless, the benefits of social media depend partly on how individuals use it and whether digital communication complements or interferes with other forms of interpersonal engagement. The problem, therefore, is to establish how social media use relates to the nature and quality of relationships among students of the University of Nigeria, Nsukka.

A related problem concerns the possibility that frequent engagement with social media may reduce the attention students give to face-to-face communication and direct interpersonal interaction. Students who frequently check messages, browse social media feeds or respond to notifications during conversations may unintentionally create communication barriers with friends, classmates and romantic partners. Such behaviours may affect active listening, emotional responsiveness and the development of mutual understanding. Turkle (2015) raises concerns about the implications of constant digital connectivity for face-to-face conversation, while Best et al. (2014) report that research on online social technologies has identified both beneficial and adverse social outcomes. However, it would be inappropriate to assume that frequent social media use automatically results in poor interpersonal relationships. The specific relationship between students’ usage patterns and their face-to-face interactions requires empirical examination within the university environment.

Furthermore, social media provides opportunities for relationship formation while simultaneously creating conditions in which interpersonal misunderstandings and conflicts may occur. Messages can be misinterpreted because they lack the tone, facial expressions and other non-verbal cues available during direct communication. Online interactions may also generate jealousy, mistrust, privacy concerns, exclusion and disagreements among friends or romantic partners. Agbasi and Bebenimibo (2023) found that social media contributes to relationship building among undergraduate students in selected federal universities in South-East Nigeria. Nevertheless, evidence that these platforms support relationship formation does not necessarily establish whether the relationships are characterised by trust, stability, emotional support or effective conflict resolution. This creates a need to investigate both the relationship-building opportunities and the interpersonal difficulties associated with social media use among students of the University of Nigeria, Nsukka.

The central problem addressed by this study is the need for institution-specific evidence on how social media use influences interpersonal relationships among students of the University of Nigeria, Nsukka. Although previous studies have examined online communication, social media engagement and relationship building among young people, their findings cannot automatically be applied to every university community because patterns of use and relationship experiences may differ across institutions and student populations. For instance, research by Agbasi and Bebenimibo (2023) provides evidence from selected universities in South-East Nigeria, but it does not by itself establish the particular experiences of students at the University of Nigeria, Nsukka. Without a focused investigation, it remains unclear how students’ frequency of social media use relates to relationship maintenance, face-to-face communication and the challenges they encounter in their interpersonal relationships. This study therefore seeks to address this problem by examining the influence of social media use on interpersonal relationships among students of the University of Nigeria, Nsukka.

1.3 Objectives of the Study

The general objective of this study is to examine the influence of social media use on interpersonal relationships among university students, using the University of Nigeria, Nsukka, as a case study.

The specific objectives are to:

1. Examine the frequency and patterns of social media use among students of the University of Nigeria, Nsukka.

2. Determine the influence of social media use on the formation and maintenance of interpersonal relationships among students of the University of Nigeria, Nsukka.

3. Assess the relationship between social media use and face-to-face communication among students of the University of Nigeria, Nsukka.

4. Identify the major challenges associated with social media use in interpersonal relationships among students of the University of Nigeria, Nsukka.

1.4 Research Questions

The following research questions will guide the study:

1. What are the frequency and patterns of social media use among students of the University of Nigeria, Nsukka?

2. How does social media use influence the formation and maintenance of interpersonal relationships among students of the University of Nigeria, Nsukka?

3. What is the relationship between social media use and face-to-face communication among students of the University of Nigeria, Nsukka?

4. What are the major challenges associated with social media use in interpersonal relationships among students of the University of Nigeria, Nsukka?

1.5 Research Hypothesis

The following null hypothesis will be tested at the 0.05 level of significance.

H₀: There is no statistically significant relationship between social media use and interpersonal relationships among students of the University of Nigeria, Nsukka.

1.6 Significance of the Study

This study is expected to be beneficial to students, university management, lecturers, guidance counsellors, parents and guardians, communication researchers and future scholars interested in the relationship between digital technology and interpersonal communication.

1.6.1 Students

The study may help students understand how their social media habits relate to the quality of their friendships, peer relationships and romantic relationships. By identifying beneficial and potentially harmful patterns of social media use, the findings may encourage students to adopt healthier communication practices, maintain appropriate boundaries between online and offline interactions, and develop greater awareness of the importance of mutual respect, active listening and responsible digital engagement.

1.6.2 University Management

The findings may provide useful information for university administrators in developing student-support initiatives that promote responsible social media use and positive interpersonal relationships. Where the findings indicate relevant challenges, university management may consider appropriate awareness programmes, digital citizenship initiatives and student engagement activities that encourage constructive communication without unnecessarily restricting students’ legitimate use of digital platforms.

1.6.3 Lecturers and Academic Staff

The study may help lecturers better understand how students’ digital communication habits relate to their social interactions within the university environment. Such understanding may support the development of classroom practices and collaborative learning activities that encourage respectful communication, active participation and constructive relationships among students.

1.6.4 Guidance Counsellors and Student Support Personnel

Guidance counsellors may benefit from the findings by gaining insight into interpersonal challenges students associate with social media use. The findings may inform counselling discussions on communication skills, relationship management, cyberbullying, online conflict, privacy and the responsible use of digital platforms. These applications may help counsellors support students experiencing difficulties in their friendships and other interpersonal relationships.

1.6.5 Parents and Guardians

The study may provide parents and guardians with a better understanding of the role social media plays in the social lives of university students. This knowledge may encourage constructive discussions about responsible digital engagement, respect for others, online privacy and the importance of balancing online communication with meaningful personal relationships.

1.6.6 Researchers and Future Scholars

The study may contribute to the existing body of literature on social media use and interpersonal relationships within Nigerian higher education. It may also provide a reference point for future studies examining digital communication, friendship quality, romantic relationships, social support and face-to-face interaction among university students. Researchers may use its findings to develop further investigations involving other institutions, geographical locations or categories of students.

1.7 Scope of the Study

The study focuses on the influence of social media use on interpersonal relationships among students of the University of Nigeria, Nsukka. Its geographical scope is limited to the university community at Nsukka, Enugu State, Nigeria, while its population of interest comprises students within the institution as defined by the eventual sampling framework.

In terms of content, the study covers four major areas: the frequency and patterns of social media use; the formation and maintenance of interpersonal relationships; the relationship between social media use and face-to-face communication; and the challenges associated with social media use in interpersonal relationships.

The study considers social media platforms such as WhatsApp, Facebook, Instagram, TikTok, Snapchat and X where applicable to the respondents. It focuses on students’ reported experiences and perceptions of social media use in relation to friendships, peer interactions, romantic relationships and other relevant interpersonal connections. The study does not presume that social media necessarily produces positive or negative outcomes; rather, it seeks to establish the nature of the relationship through systematic data collection and analysis.

The findings will be interpreted within the boundaries of the selected study population, research design and data collected. They should not automatically be generalised to every student in Nigeria or to other institutions without considering differences in context and population.

1.8 Limitations of the Study

The study may encounter certain limitations that could influence the collection and interpretation of data. First, the study is restricted to the University of Nigeria, Nsukka, which may limit the extent to which its findings can be generalised to other universities with different student populations and communication environments.

Second, the study may rely on respondents’ self-reported experiences of social media use and interpersonal relationships. Some respondents may underreport their usage patterns or provide answers influenced by personal perceptions and social desirability. Such responses may affect the accuracy of the information obtained.

Third, differences in internet access, preferred social media platforms, academic schedules and personal circumstances may influence students’ experiences of digital communication. These differences may make it difficult to attribute variations in interpersonal relationships exclusively to social media use.

Finally, if the study adopts a cross-sectional survey design, it may establish associations between social media use and interpersonal relationships without conclusively demonstrating that social media use causes particular relationship outcomes. Nevertheless, appropriate sampling procedures, clear questionnaire items and careful data analysis can help improve the credibility of the findings.

1.9 Operational Definition of Terms

For the purpose of this study, the following terms are defined according to how they will be used in the research.

Social media: Internet-based platforms and applications that allow users to create, share and exchange information, communicate with others and participate in online communities. In this study, the term includes platforms such as WhatsApp, Facebook, Instagram, TikTok, Snapchat and X.

Social media use: The frequency, duration, purpose and patterns of students’ engagement with social media platforms. It includes activities such as messaging, posting content, commenting, browsing, participating in groups and communicating with friends.

Influence: The perceived or measurable relationship between students’ use of social media and their interpersonal experiences. In this study, it refers to the ways social media use may be associated with relationship formation, relationship maintenance, face-to-face communication and interpersonal challenges.

Interpersonal relationships: The social and emotional connections students establish and maintain with other individuals through communication, interaction, mutual understanding, trust and shared experiences. These relationships include friendships, romantic relationships, peer associations and other relevant social connections.

University students: Individuals enrolled in academic programmes at the University of Nigeria, Nsukka, who fall within the population defined for the study.

Relationship formation: The process through which students establish new social connections, friendships and other interpersonal relationships, including connections initiated through social media.

Relationship maintenance: The activities and communication practices through which students preserve existing interpersonal relationships, sustain contact, provide support and manage disagreements.

Face-to-face communication: Direct, in-person communication between individuals involving verbal expression and, where applicable, non-verbal cues such as facial expressions, gestures and eye contact.

Interpersonal challenges: Difficulties experienced in relationships, including misunderstandings, communication interruptions, mistrust, jealousy, privacy concerns, online conflict and perceived neglect associated with social media interactions.

University of Nigeria, Nsukka: The institution selected as the geographical and institutional setting for the investigation of social media use and interpersonal relationships among university students.

Project – The Influence of Social Media Use on Interpersonal Relationships Among University Students: A Study of the University of Nigeria, Nsukka.