Effects of Social Media Interaction on Self-Presentation among Students in Public Secondary Schools in Nairobi County, Kenya

  • Jecinta W. Muigai Africa International University. Kenya
Keywords: Social Media, Interaction, Self-Presentation, Adolescents, Secondary School


As technology continues to expand, adolescents have embraced interaction through social media platforms. They interact through sharing comments, posting photos, profile updates, etc. Some of the social media platforms that adolescents use is Facebook, Twitter, WhatsApp, Snapchat, YouTube, among others. This article explored the effects of social media interaction on self-presentation among adolescents in high school in Nairobi County, Kenya. A descriptive survey design was used to understand the phenomenon. A questionnaire was used to collect data from the respondents. A sample size of 400 respondents was obtained through stratified random sampling and simple random sampling. SPSS version 20 was used to help analyze the data for descriptive statistics, and linear regression was used to predict the effect of social media interaction on the self-presentation. The regression model was significant F (1, 344) =38.618, p-value <.05. Further, the R Square (R2) = .101 shows 10.1% of students’ self-presentation can be attributed to social media interaction. The coefficient of the self-presentation based on the students’ social media interaction showed the regression weight was statistically significant (p<.05). The output showed social media interactions affect students' self-presentation (β = .318, t = 6.348, p<.05), hence an increase of social media interaction interrupts the students’ self-presentation by .318. It is necessary to have seminars and workshops to educate the parents, teachers, youth workers and adolescents on these effects.


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How to Cite
Jecinta W. Muigai. (2020). Effects of Social Media Interaction on Self-Presentation among Students in Public Secondary Schools in Nairobi County, Kenya. International Journal of Research in Social Science and Humanities (IJRSS) ISSN:2582-6220, 1(4), 27-36. https://doi.org/10.47505/IJRSS.2020.9145