Low self-esteem on social media and its impact on academic performance

Abstract

This study is based on the premise that social networks often reinforce stereotypes that have negative implications for young people's self-esteem and emotional health, and may even influence their academic performance. In this sense, the main objective of this article is to analyze the relationship between low self-esteem generated by interactions on social media and young people's academic performance, exploring the challenges faced by students and discussing pedagogical strategies to minimize such effects. The study is based on a narrative literature review that relates self-esteem, social media, and learning, contributing to a scientific understanding of the problem and possible avenues for educational intervention. The literature review points to authors such as Franco and Davis (2011), who state that self-esteem is not something natural; Guimarães (2021) and Noronha (2024), who argue that excessive time on social media affects self-esteem and, consequently, young people's learning. The main finding is that excessive use of social media leads to a prioritization of the virtual world, affecting young people's emotional well-being and school performance. It is concluded that the intertwining of these issues that outline the researched topic is rarely addressed in academic literature, and further studies on this issue are needed, given its implications for school performance.