Project – The Influence of Social Media on Youth Behaviour and Social Relationships: A Case Study of Selected Undergraduates in Yabatech

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The rapid development of information and communication technology has fundamentally changed the way people communicate, interact and maintain relationships. One of the most significant developments in this technological transformation is the emergence of social media. Social media platforms such as WhatsApp, Facebook, Instagram, TikTok, YouTube and X have become important channels through which people communicate, share information, express opinions, entertain themselves and establish social connections. Kaplan and Haenlein (2010) explain social media as a group of internet-based applications that build on the ideological and technological foundations of Web 2.0 and enable the creation and exchange of user-generated content. Unlike traditional media, social media allows users to participate actively in communication by creating, sharing, commenting on and responding to content.

The growth of social media has been particularly significant among young people. Young people are generally more familiar with smartphones, internet technologies and online communication platforms, making social media an important part of their everyday lives. Contemporary students can communicate with friends, classmates and family members almost instantly, irrespective of geographical distance. They can also join online communities, access educational materials, follow public figures, participate in discussions and express their identities through digital platforms.

The widespread adoption of social media is reflected in international evidence. A Pew Research Center survey of 1,316 U.S. teenagers conducted in 2022 found that 95% used YouTube, 67% had used TikTok, while about six-in-ten used Instagram and Snapchat. The study also found that 35% of teenagers used at least one of the major platforms almost constantly. Although these figures concern U.S. teenagers and should not be directly generalised to Nigerian undergraduates, they illustrate the extent to which social media has become embedded in the lives of young people.

Social media is not merely a technological innovation; it has become an important social environment. Young people use these platforms to construct identities, communicate emotions, develop friendships and participate in communities. Ellison, Steinfield and Lampe (2007) found that social network sites can contribute to social capital among college students, particularly by helping individuals maintain existing relationships and develop connections with people within broader social networks. This suggests that social media can strengthen social relationships when used to maintain meaningful connections.

Similarly, Valenzuela, Park and Kee (2009) found that Facebook use among college students was associated with social capital, life satisfaction and civic participation. Their findings suggest that social networking sites can have social benefits when they facilitate interaction and participation. Social media can therefore provide young people with opportunities to develop networks that extend beyond their immediate physical environment.

However, the increasing integration of social media into young people’s daily lives has also raised concerns about its possible effects on behaviour. Social media exposes users to a continuous stream of information, opinions, lifestyles, trends and behaviours. Young people may observe and imitate behaviours displayed by peers, celebrities, influencers and other online personalities. Bandura’s (1977) social learning theory provides a useful explanation of this process because it proposes that individuals can learn behaviours through observing others and the consequences associated with those behaviours.

The influence of social media on behaviour may occur through several mechanisms. First, users can imitate behaviours that appear popular or socially rewarded. Likes, comments, shares and followers can function as forms of social reinforcement. Second, repeated exposure to particular behaviours may gradually make those behaviours appear normal or acceptable. Third, peer pressure can encourage users to adopt trends or practices in order to gain acceptance within their social groups.

Social media can also influence the way young people communicate. Traditional face-to-face communication has increasingly been complemented by instant messaging, video calls, comments, voice notes, memes and other forms of online interaction. While these technologies make communication faster and more convenient, heavy reliance on digital communication may alter the quality and frequency of face-to-face interaction.

The issue is particularly important among undergraduates because tertiary education is a period of significant social and personal development. Students establish friendships, develop professional networks, explore identities and increasingly make independent decisions. Their social relationships during this period may influence their emotional development, academic experiences and future social lives.

Social media can facilitate these relationships by enabling students to remain connected outside the classroom. A student may communicate with classmates through WhatsApp, participate in an academic group, share lecture materials or maintain friendships after leaving campus. Social media can therefore extend relationships beyond physical spaces.

At the same time, social media may create new challenges for interpersonal relationships. Continuous online communication can generate expectations that friends should respond immediately to messages. Failure to respond may be interpreted as deliberate avoidance. Similarly, photographs, comments or interactions with other people may generate jealousy, suspicion or misunderstanding within friendships and romantic relationships.

Another important issue is social comparison. Social media users are frequently exposed to carefully selected presentations of other people’s lives. Users may see photographs of expensive clothing, holidays, academic achievements, relationships, careers and other apparent indicators of success. These presentations may influence how young people evaluate themselves and their circumstances.

Social comparison is particularly relevant to students because they are at a stage of life when identity and self-esteem are still developing. A student who continually compares his or her life with the seemingly successful lives displayed by peers may develop unrealistic expectations about personal success. On the other hand, exposure to successful individuals can also motivate students to develop positive aspirations.

The influence of social media is therefore not necessarily negative. Pew Research Center’s research has shown that young people report both positive and negative experiences. In its 2022 research, many teenagers identified social media as a means of staying connected, receiving support and expressing creativity, while others expressed concerns about excessive use and the negative aspects of online interaction.

This dual nature of social media makes it necessary to examine the specific ways in which young people use these platforms rather than simply assuming that social media is either beneficial or harmful. The effect may depend on the amount of time spent online, the purpose of use, the type of content consumed and the quality of the relationships established through the platforms.

The uses and gratifications theory provides another useful perspective for understanding social media use. Katz, Blumler and Gurevitch (1973) argue that media users are active participants who select media to satisfy specific needs. Applied to social media, students may use different platforms for entertainment, information, communication, social interaction, self-expression, academic purposes and relaxation. Consequently, the same platform may have different effects depending on the user’s purpose.

For instance, a student who uses YouTube primarily for educational tutorials may experience a different outcome from a student who spends several hours watching entertainment videos. Similarly, WhatsApp can be used to discuss assignments and coordinate group projects, but it can also become a source of distraction through constant social conversations.

Social media also has important implications for peer relationships. Students can create online communities around academic programmes, hobbies, sports, religion, entertainment and other interests. Such communities can provide a sense of belonging and social support. Ellison et al. (2007) suggest that social networking sites can facilitate the maintenance of existing relationships and the development of social capital among college students.

However, online communities can also create peer pressure and exclusion. Students who are not active on particular platforms may feel excluded from conversations or activities. Similarly, individuals may feel pressured to maintain a particular online image to gain acceptance from their peers.

Another major concern is cyberbullying. Social media enables harmful messages, rumours, photographs and comments to be disseminated quickly to large audiences. Unlike traditional forms of bullying, online harassment may continue outside the physical environment of the school and may remain visible to other users. This can potentially damage interpersonal relationships and influence students’ behaviour.

Social media may also influence language and communication styles. Young people frequently use slang, abbreviations, emojis, memes and other digital expressions. These forms of communication can enhance creativity and strengthen group identity. However, frequent use of informal digital language may sometimes influence communication in formal academic or professional environments.

Another area of concern is academic distraction. The accessibility of social media through smartphones means that students can receive notifications and messages at virtually any time. Social media can therefore compete with lectures, reading, assignments and personal study. This does not mean that social media is inherently incompatible with academic success; rather, the outcome may depend on how students manage their use.

Social media can also support academic activities. Students can use online groups to share lecture notes, discuss assignments, communicate about examinations and access educational videos. Social media therefore has the potential to complement formal education when used appropriately.

The influence of social media also extends to family relationships. Messaging platforms enable students to maintain contact with parents, siblings and relatives. This is particularly useful when students live away from home. Family groups can provide emotional support, information sharing and regular communication.

However, excessive attention to mobile devices may sometimes interfere with direct family interaction. Individuals may be physically present with relatives while concentrating on online conversations. This creates a distinction between being socially connected online and being socially present in physical environments.

Social media also affects romantic relationships among young adults. Students may use social media to meet people, communicate affection, share experiences and maintain relationships. At the same time, online interactions may generate jealousy, mistrust and disagreements. The visibility of interactions with other people can sometimes create conflicts between partners.

Another important dimension is self-presentation. Social media users have considerable control over the information they choose to display. They can select photographs, captions, locations and activities that portray particular aspects of their personalities. Young people may therefore construct online identities that differ from their offline personalities.

The desire for online approval may influence behaviour. Likes, comments, shares and followers can become indicators of popularity. Some young people may therefore modify what they post or how they behave in order to receive positive feedback. This can influence clothing choices, speech, consumption patterns, relationships and other aspects of behaviour.

Social media has also transformed access to information. Young people can receive news and information almost instantly. This can improve awareness of social, political, educational and economic issues. At the same time, the rapid spread of misinformation means that students must be capable of critically evaluating information before accepting or sharing it.

The Nigerian environment makes these issues especially relevant. Nigeria has a large and youthful population, and mobile communication has become an important part of social life. Young Nigerians increasingly use smartphones and internet-enabled platforms to communicate, entertain themselves and access information. Consequently, social media has become part of the social environment in which Nigerian students develop relationships and express themselves.

For Nigerian undergraduates, platforms such as WhatsApp, Instagram, TikTok, YouTube and X can serve multiple purposes simultaneously. A student may use WhatsApp for academic discussions, Instagram for social interaction, TikTok for entertainment and YouTube for educational content. The distinction between academic, social and entertainment activities is therefore increasingly blurred.

Yaba College of Technology (YABATECH) provides an appropriate setting for examining this phenomenon. The institution has a large population of young people from different social and educational backgrounds. Students interact in classrooms, hostels, social environments and online spaces. Their social relationships are therefore influenced by both physical and digital interactions.

The YABATECH environment is particularly relevant because students are exposed to technological developments as part of contemporary educational life. Digital communication can facilitate academic collaboration, but it can also create distractions and alter traditional patterns of interaction. Examining students’ actual experiences can therefore provide useful evidence about the role of social media in their behaviour and relationships.

The social capital perspective is also relevant. Social capital refers broadly to the resources and benefits individuals obtain through social relationships and networks. Ellison et al. (2007) demonstrated that social networking sites can support social capital among college students by helping them maintain relationships and expand networks. Social media can therefore strengthen social connections when used constructively.

Nevertheless, the number of online connections does not necessarily represent the quality of social relationships. A student may have hundreds of online followers but only a few close friends. Therefore, the study must consider not only the frequency of social media use but also its relationship with meaningful interpersonal interaction.

The influence of social media should consequently be understood as a multidimensional issue. It can affect communication, peer interaction, self-presentation, social comparison, academic behaviour, family relationships and patterns of socialisation. The outcome can be positive, negative or mixed depending on the circumstances.

This complexity creates a need for institution-specific research. Findings from American or European populations cannot automatically be applied to Nigerian undergraduates because social norms, cultural expectations, family structures, educational environments and patterns of internet use differ across societies.

The present study therefore focuses on selected undergraduates of Yaba College of Technology in Lagos State. It seeks to examine how social media use relates to youth behaviour and social relationships within this specific educational environment.

1.2 Statement of the Problem

The increasing popularity of social media among young people has generated significant interest among educators, parents, researchers and policymakers. Students now use social media to communicate with friends, maintain family relationships, access information, obtain educational materials, entertain themselves and express their opinions. However, concerns have emerged regarding the extent to which this increasing dependence on social media may influence youth behaviour and the quality of social relationships.

One major problem is excessive social media use. Young people may spend considerable periods browsing, chatting, watching videos, commenting on posts or following online trends. Evidence from Pew Research Center indicates that social media use can become highly frequent among young people: in its 2022 survey, 35% of U.S. teenagers reported using at least one of the major platforms almost constantly, while 36% believed they spent too much time on social media. Although this evidence concerns U.S. teenagers rather than YABATECH students, it demonstrates the broader concern about intensive social-media engagement.

Excessive use may become problematic when social media begins to interfere with academic activities, personal responsibilities or face-to-face relationships. Students who constantly check their phones during conversations may give less attention to people physically around them. Similarly, spending substantial time online may reduce the time available for direct interaction with friends and family.

A second problem is the possible weakening of face-to-face communication. Social media makes communication convenient, but students may increasingly depend on text messages and online interactions instead of direct conversations. This raises questions about whether the convenience of digital communication affects the quality of students’ interpersonal relationships.

A third problem is peer pressure and imitation. Social media exposes students to the behaviour of peers, celebrities and influencers. According to Bandura’s (1977) social learning theory, individuals can acquire behaviours through observation and imitation. Consequently, repeated exposure to particular lifestyles, language, fashion, consumption patterns or social behaviours may influence students’ own conduct.

A fourth problem is social comparison. Students may compare their appearance, academic performance, relationships, possessions and lifestyles with those displayed by other users. Because social media posts often present carefully selected aspects of people’s lives, such comparisons may create unrealistic expectations concerning personal success.

A fifth problem is cyberbullying and online conflict. Social media can facilitate insults, threats, rumours, embarrassing content and other forms of harmful interaction. Such behaviour can damage friendships and create tension among students. The public nature of social media can make interpersonal conflicts more visible and potentially more difficult to resolve.

A sixth problem concerns changes in friendship patterns. Social media can make it easier to maintain relationships across distance, but online friendships may not always provide the same level of emotional support as close face-to-face relationships. The large number of online connections may therefore create an impression of extensive social interaction without necessarily producing meaningful relationships.

A seventh problem is academic distraction. Students can access social media at any time through smartphones. Notifications and online conversations may compete with academic concentration. Although social media can support learning through academic groups and educational content, its entertainment and social functions may also distract students from their academic responsibilities.

An eighth problem is exposure to inappropriate information and behaviour. Students may encounter misinformation, harmful challenges, offensive language, sexually explicit material, violence or other forms of content. Continuous exposure to such content may influence perceptions of what constitutes acceptable behaviour.

A ninth problem is the pressure to construct and maintain an attractive online identity. Students may feel compelled to present themselves in ways that attract likes, followers and positive comments. This can influence their behaviour, appearance and communication patterns. The pursuit of online approval may also create pressure to participate in trends or activities that they would not otherwise engage in.

A tenth problem is that the positive and negative effects of social media remain difficult to distinguish. Social media can strengthen relationships, facilitate communication and provide educational opportunities, while excessive or inappropriate use can potentially produce distraction, conflict and unhealthy social comparison. Pew Research Center’s findings similarly demonstrate this mixed experience among young people, with respondents reporting both benefits and concerns associated with social media use.

Despite the growing importance of social media in the lives of Nigerian youths, there remains a need for more institution-specific evidence concerning its influence on undergraduates. Much of the available international evidence is based on populations outside Nigeria, while social and cultural factors can affect how social media is used and experienced.

The problem is particularly relevant at Yaba College of Technology because students operate within an environment where technology and digital communication are increasingly important. Students interact with one another both physically and through social networking platforms. However, it is not sufficiently clear whether these online interactions strengthen students’ social relationships or contribute to reduced face-to-face interaction, peer pressure, conflict and behavioural changes.

Furthermore, general assumptions about young people’s social media use may not accurately reflect the experiences of YABATECH students. Some students may use social media primarily for academic purposes and maintaining meaningful relationships, while others may use it mainly for entertainment or social recognition. Consequently, empirical investigation is required to determine the actual influence of social media on students’ behaviour and relationships.

The central problem of this study is therefore that despite the increasing use of social media among young people and its potential to facilitate communication and social connection, excessive and inappropriate use may influence students’ behaviour, interpersonal communication and quality of social relationships, yet the extent and direction of this influence among selected undergraduates of Yaba College of Technology remain insufficiently established.

This study therefore seeks to investigate the influence of social media on youth behaviour and social relationships among selected undergraduates of YABATECH. The study is expected to provide empirical evidence that can help students, lecturers, parents, counsellors and institutional administrators understand both the opportunities and challenges associated with social media use.

1.3 Objectives of the Study

General Objective

The main objective of this study is to examine the influence of social media on youth behaviour and social relationships among selected undergraduates of Yaba College of Technology (YABATECH).

Specific Objectives

The study seeks to:

1. examine the extent of social media use among selected undergraduates of YABATECH;
2. determine the influence of social media use on the behaviour of selected undergraduates of YABATECH;
3. examine the influence of social media use on students’ relationships with friends and peers;
4. determine the influence of social media use on students’ face-to-face social interaction; and
5. examine the overall relationship between social media use and social relationships among selected undergraduates of YABATECH.

1.4 Research Questions

The following research questions will guide the study:

1. To what extent do selected undergraduates of YABATECH use social media?
2. What influence does social media use have on the behaviour of selected undergraduates of YABATECH?
3. What influence does social media use have on students’ relationships with friends and peers?
4. To what extent does social media use influence students’ face-to-face social interaction?
5. What is the relationship between social media use and social relationships among selected undergraduates of YABATECH?

1.5 Research Hypothesis

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

H₀: Social media use has no significant influence on youth behaviour and social relationships among selected undergraduates of Yaba College of Technology.

1.6 Significance of the Study

Undergraduates

The study will help students understand how their patterns of social media use may influence their behaviour, communication and relationships. It may encourage students to develop healthier and more responsible social media habits.

Management of YABATECH

The findings may provide useful information to the management of Yaba College of Technology concerning students’ social media habits and their implications for student welfare, social interaction and academic activities.

Lecturers

Lecturers may gain a better understanding of how social media affects students’ communication and interaction. This knowledge may help lecturers integrate useful digital platforms into teaching while encouraging responsible use.

Parents and Guardians

The study will provide parents and guardians with information about the social-media environment in which young people communicate and develop relationships.

Counsellors and Student Affairs Officers

Counsellors may use the findings to develop programmes addressing responsible social media use, cyberbullying, peer pressure, digital citizenship and interpersonal relationships.

Educational Policymakers

The findings may assist policymakers in developing digital-literacy programmes and policies that promote responsible social media use among tertiary students.

Researchers

The study will contribute to existing literature on social media, youth behaviour and social relationships, particularly within the Nigerian tertiary education context. It may provide a basis for future research on related issues.

1.7 Scope of the Study

The study focuses on the influence of social media on youth behaviour and social relationships among selected undergraduates of Yaba College of Technology, Lagos State.

The independent variable is social media use, measured in terms of:

• frequency of use;
• duration of use;
• preferred platforms;
• purpose of use; and
• patterns of online interaction.

The dependent variables are youth behaviour and social relationships. Youth behaviour will cover communication patterns, social conduct, peer influence and general behavioural responses. Social relationships will cover friendships, peer relationships, face-to-face interaction and interpersonal communication.

The study is geographically restricted to selected undergraduates of Yaba College of Technology.

1.8 Operational Definition of Terms

Social Media: Internet-based platforms that allow users to create, share and interact with digital content and other users (Kaplan & Haenlein, 2010).

Social Media Use: The frequency, duration, purpose and manner in which an individual accesses and interacts with social media platforms.

Youth: Young people undergoing the transition from adolescence to adulthood. In this study, it refers specifically to young undergraduate students of YABATECH.

Undergraduate: A student enrolled in a tertiary institution and pursuing an undergraduate-level programme.

Youth Behaviour: The attitudes, actions, communication patterns and social conduct demonstrated by young people.

Social Relationship: A connection or association between individuals involving communication, interaction, friendship, support or other forms of interpersonal contact.

Peer Relationship: A social relationship between individuals of similar or closely related age or social status.

Face-to-Face Interaction: Direct physical communication between individuals without relying primarily on digital communication.

Cyberbullying: The use of digital technologies and social media to deliberately harass, threaten, embarrass or harm another person.

Social Comparison: The process of evaluating one’s own characteristics, achievements, appearance or circumstances by comparing them with those of other people.

Online Identity: The image or representation of an individual created through social media profiles, posts, photographs, comments and other digital activities.

Digital Literacy: The ability to access, understand, evaluate and responsibly use information and communication technologies.

Social Interaction: The process through which individuals communicate with and respond to one another.

1.9 Organisation of the Study

The study is organised into five chapters.

Chapter One presents the introduction, background of the study, statement of the problem, objectives of the study, research questions, research hypothesis, significance of the study, scope of the study, operational definition of terms and organisation of the study.

Chapter Two will review relevant literature on social media, youth behaviour and social relationships. It will contain the conceptual review, theoretical framework and empirical review and will identify gaps in previous studies.

Chapter Three will present the methodology of the study, including the research design, population, sample size, sampling technique, sources of data, research instrument, validity, reliability, method of data collection and method of data analysis.

Chapter Four will present and analyse the data obtained from respondents. It will include demographic information, presentation and analysis of data, analysis of research questions and testing of the hypothesis.

Chapter Five will contain the summary of findings, conclusion and recommendations. It will also present the contribution of the study to knowledge and suggestions for further research.

Project – The Influence of Social Media on Youth Behaviour and Social Relationships: A Case Study of Selected Undergraduates in Yabatech