2026/07/01 by Aseel Sahib, Stephanie Hardacre, Stephanie L. Hardacre +8 · 1 voice
Psychology · Social Sciences · #Impact of Technology on Adolescents #Mental Health via Writing #Social Media in Health Education
paper · doi:10.1111/bjso.70109
openalex publication_date 2026/07/01 · openalex created_date 2026/07/05 · openalex updated_date 2026/07/27
Rising concern about student mental health has highlighted the complex role of social media as both a source of support and a risk factor. However, existing research often relies on simplistic measures that overlook the context-dependent ways in which students engage with these platforms. This daily diary study (159 observations; N = 40 university students) examined how the valence of university-specific social media interactions related to student well-being. Grounded in the view that digital spaces increasingly mediate campus social life, we tested whether more positive daily online interactions predicted greater subsequent well-being and whether this association was mediated by sense of community and social support, provided or received. Social class was examined as a moderator. Multilevel analyses showed that more positive interaction valence was associated with higher subsequent daily well-being, stronger sense of community, and greater provided and received social support. However, none of the mediators predicted well-being, and no indirect effects were observed. These findings suggest that the quality of university-related online interactions is linked to student well-being.