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Systematic Review

Identity Construction and Digital Vulnerability in Adolescents: Psychosocial Implications and Implications for Social Work

by
María Natividad Elvira-Zorzo
1,* and
Paula Bayona Gómez
2
1
Department of Social Psychology and Anthropology, Faculty of Psychology, University of Salamanca, 37008 Salamanca, Spain
2
Faculty of Social Sciences, University of Salamanca, 37008 Salamanca, Spain
*
Author to whom correspondence should be addressed.
Youth 2025, 5(4), 119; https://doi.org/10.3390/youth5040119 (registering DOI)
Submission received: 4 September 2025 / Revised: 6 November 2025 / Accepted: 10 November 2025 / Published: 16 November 2025
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Abstract

Social media has become a central element in the daily lives of adolescents, shaping not only their communication patterns but also their self-perception, identity construction, and relationships with others. While these platforms provide opportunities for connection and self-expression, they also entail significant risks. This paper presents a scoping review of the literature, following principles of transparency and rigor inspired by the PRISMA framework, on the impact of social media on adolescent identity, with particular attention to self-concept, self-esteem, and body image. It also examines cyberbullying as a prevalent form of digital violence during adolescence, analyzing its causes, consequences, and variations according to gender, age, and social context. The findings indicate that adolescents build their identities both offline and online, where constant comparison, the use of filters, and the pursuit of social validation can generate emotional distress, insecurity, humiliation, and even social exclusion. Gender differences are also observed: girls are more exposed to aesthetic pressure, whereas boys tend to reproduce ideals of strength and leadership. Finally, the review highlights the importance of social work interventions focused on prevention, digital education, and emotional support in order to foster safe online environments and promote the development of authentic, stereotype-free identities.

1. Introduction

1.1. Adolescence and Identity Development

Adolescence, defined by the World Health Organization as “the period from ages 10 to 19 years” (World Health Organization, 2024), is a crucial stage of human development characterized by profound physical, emotional, and psychological changes. During this period, young people strive to construct their identity, facing what Erikson (1968) described as an “identity crisis.” This process is shaped not only by family and social environments but also by the growing influence of the digital context (World Health Organization, 2024).
Adolescent identity develops through constant interaction with the environment and participation in social networks, which currently include digital platforms where roles, norms, and self-image are negotiated. Networks such as WhatsApp, Instagram, TikTok, and YouTube have established themselves as central spaces where adolescents express themselves, explore interests, and build their identity (Valls & Brustenga, 2010).

1.2. Social Media and Digital Interaction

Social media platforms such as WhatsApp, Instagram, TikTok, and YouTube offer opportunities for socialization, self-expression, and belonging, but they also pose significant risks, including constant comparison, the pursuit of external approval, pressure to meet unrealistic standards of beauty or success, and exposure to conflictual interactions such as cyberbullying—a form of violent or aggressive behavior (Rosa, 2015; Tejada et al., 2022).
The COVID-19 pandemic accelerated the use of digital platforms, increasing dependence on online interactions and adolescents’ exposure to psychosocial risks such as social isolation, anxiety, sleep disturbances, and technology addiction—conditions often associated with self-esteem issues, identity construction, and cyberbullying (Catagua-Meza & Escobar-Delgado, 2021; Woods & Scott, 2016).
Studies indicate that girls are more likely to experience greater aesthetic pressure and higher risk of digital victimization, whereas boys tend to reproduce ideals linked to strength, leadership, and popularity (Fancourt et al., 2021; Kowalski et al., 2014). Cyberbullying can significantly affect adolescents’ self-esteem and self-perception (Barlett, 2019; Kowalski et al., 2014). Moreover, the construction of digital identity through the continuous selection and editing of content may distort perceptions of the “authentic self,” leading to insecurity, anxiety, and emotional distress (Martínez & Sánchez, 2016; Morduchowicz, 2021).

1.3. Cyberbullying

Cyberbullying is a form of aggressive behavior carried out through the use of technology, characterized by intentional harm, repetition over time, power imbalance, and public visibility—factors that differentiate it from traditional bullying and that can generate significant psychological impact, potentially altering self-esteem, self-image, and perception of the “self” (Barlett, 2019; Kowalski et al., 2014). Although cyberbullying can sometimes be conducted anonymously, in most adolescent contexts, the perpetrators are known to the victims, and the behavior often represents a continuation of pre-existing offline social conflicts within school and peer environments (Waasdorp & Bradshaw, 2015; Wright & Wachs, 2024). Digital identity, constructed through the continuous selection and editing of one’s own image and content, can distort the perception of the “authentic self” and lead to insecurity, anxiety, and emotional distress (Martínez & Sánchez, 2016; Morduchowicz, 2021).
Digital identity, constructed through the continuous selection and editing of one’s own image and content, can influence adolescents’ self-perception and emotional well-being, reinforcing vulnerabilities to cyberbullying (Martínez & Sánchez, 2016; Morduchowicz, 2021).
In Spain, estimates of cyberbullying prevalence among adolescents vary depending on the definition and measurement instrument used. National studies report rates between 5% and 13.3%, while regional studies with broader definitions reach up to 49.3% (Athanasiou et al., 2018; González-Calatayud & Espinosa, 2021; Feijóo et al., 2021; Rodríguez-Hidalgo et al., 2020). A recent meta-analysis with representative samples from the European Union found a pooled prevalence of 9.62% for cyber victimization and 11.91% for cyber aggression among Spanish adolescents (Henares-Montiel et al., 2022). These variations underline the need to contextualize findings according to methodology and population, but in any case highlight the magnitude of the phenomenon.

1.4. Relevance for Social Work Interventions

From a social work perspective, it is essential to address the psychosocial risks associated with adolescents’ use of social media—particularly issues such as cyberbullying, low self-esteem, and body image concerns—through preventive, educational, and emotional support interventions. This includes promoting digital skills, raising awareness of online risks, strengthening resilience, and building authentic identities.
Social workers play a critical role in supporting adolescents’ mental health, well-being, and social development, particularly among vulnerable or marginalized groups, including victims of cyberbullying and adolescents experiencing low self-esteem or challenging family environments (Domínguez-Mora et al., 2019; Serrate-González et al., 2023; Woods & Scott, 2016).
This focus is justified because social workers play a critical role in supporting adolescents’ mental health, well-being, and social development, particularly among vulnerable or marginalized groups such as victims of cyberbullying, adolescents experiencing low self-esteem, or those in conflictive family environments (Domínguez-Mora et al., 2019; Serrate-González et al., 2023; Woods & Scott, 2016). In Spain, social work practice encompasses interventions in schools, community centers, and health services, addressing both the general adolescent population and specific at-risk subgroups.
Furthermore, the interrelation of self-esteem, body image, and cyberbullying highlights the importance of integrated social work interventions. Pressure to conform to aesthetic norms on social media can negatively affect adolescents’ self-esteem and body perception, increasing vulnerability to cyberbullying. Recognizing these interactions allows social work interventions to target both individual and environmental factors, enhancing effectiveness and promoting adolescent well-being.

1.5. Research Questions

This scoping review follows the OSF pre-registered protocol (https://doi.org/10.17605/OSF.IO/9BSYA). The review addresses the following guiding research questions:
  • How does social media use influence adolescents’ identity development, self-concept, self-esteem, and body image?
  • What evidence exists regarding the prevalence, characteristics, and psychosocial consequences of cyberbullying among adolescents?
  • What risk and protective factors have been identified in relation to social media use, emotional well-being, and cyberbullying experiences?
  • What implications do these findings have for social work practice, including prevention, support, and intervention strategies?

1.6. Current Study

This scoping review synthesizes recent empirical evidence on the psychosocial effects of social media use on adolescent identity, self-esteem, body image, and cyberbullying. The study maps current knowledge, identifies key gaps in the literature, and highlights implications for social work practice in order to inform prevention, early detection, and intervention efforts. This approach is aligned with the OSF-registered protocol and emphasizes evidence synthesis rather than hypothesis testing.

2. Materials and Methods

This study employed a qualitative, descriptive, and exploratory design, enabling a structured synthesis of factors influencing adolescent identity and its relationship with cyberbullying (González Mares, 2019). A scoping review was conducted following the PRISMA-ScR guidelines (Page et al., 2021), which ensure transparency, replicability, and methodological rigor in study selection.
The protocol was pre-registered in OSF to ensure transparency and reproducibility, including objectives, inclusion and exclusion criteria, search strategy, data extraction procedures, and analysis plan (https://doi.org/10.17605/OSF.IO/9BSYA). Minor wording adjustments were made for clarity without altering the original focus or scope.
The following academic databases were consulted:
  • Scopus, for its international and multidisciplinary coverage.
  • Google Scholar, for its accessibility and wide reach.
  • SciELO, for its focus on Latin American scientific literature.
  • Dialnet, for its relevance in educational and social research in Spanish.
The search strategy included key terms in Spanish and English, combining Boolean operators and filters by year (2019–2024), language (Spanish or English) and document type. The terms used were:
  • Spanish: “social networks AND identity AND adolescent AND cyberbullying”; “adolescent identity AND cyberbullying”.
  • English: ‘social AND networks AND adolescents AND identity AND cyberbullying’; ‘cyberbullying AND adolescents’; ‘social networks AND cyberbullying’.
The review was structured around two main themes, aligned with the research objectives and questions:
  • Adolescent identity, focusing on self-concept, self-esteem, body image, and interpersonal relationships.
  • Cyberbullying, considering prevalence, characteristics, psychological effects, and relationship with social media use.

2.1. Inclusion Criteria

To ensure the relevance and quality of the studies included, clear and specific criteria were defined and applied in a structured but flexible manner, consistent with the exploratory nature of a scoping review. This allowed the search to focus on recent and relevant studies that directly addressed the relationship between social media, adolescent identity, body image, and cyberbullying.
  • Publications between 2019 and 2024.
  • Language: Spanish or English with full text available.
  • Target population: adolescents.
  • Content: studies addressing at least one of the following aspects: influence of social media on identity, self-perception, cyberbullying, or related emotional and social effects.

2.2. Exclusion Criteria

Exclusion criteria were defined to eliminate irrelevant or unreliable studies, without limiting the thematic scope of the review:
  • Non-scientific, duplicate, or studies outside the established period
  • Not focused on the adolescent population or without full access to the text.
  • Not directly related to social media, identity, body image, or cyberbullying.

Quality Assessment of Included Studies

As this is a scoping review, the main objective was to map and synthesize the available evidence, without conducting a formal assessment of study quality or meta-analysis. However, inclusion and exclusion criteria were rigorously applied to ensure that only relevant, peer-reviewed studies were included. This approach is consistent with the methodology of scoping reviews and the PRISMA-ScR guidelines.

2.3. Data Selection and Extraction Process

The selection process followed these steps:
  • Initial review of titles and abstracts to eliminate duplicate or irrelevant articles.
  • Evaluation of full texts to verify compliance with inclusion criteria.
  • Extraction and coding of relevant information on variables of interest: identity, self-concept, self-esteem, body image, cyberbullying, and gender differences
  • Qualitative synthesis and thematic organization of findings to identify patterns, trends, and research gaps.
A total of 25 studies met the inclusion criteria. The synthesis focused on mapping and summarizing the available literature rather than conducting a quantitative appraisal. The PRISMA flow diagram (Figure 1) illustrates the search and selection process.

Reviewer Involvement and Data Verification

To ensure reliability and reduce bias in study selection and data extraction, two independent reviewers performed all screening of titles, abstracts, and full texts, as well as extraction of relevant data. Discrepancies in inclusion decisions or coding were resolved through discussion, and if consensus was not reached, a third reviewer was consulted. This process ensured consistency and transparency in the identification and synthesis of relevant information.

2.4. Data Availability

All data analyzed comes from public sources and no primary data was generated; therefore, there are no access restrictions.

2.5. Ethical Considerations

This study did not involve human or animal participants, and therefore did not require ethical approval. Principles of secondary research ethics were followed, respecting the authorship and citation of all sources. All studies reviewed were duly credited, without using confidential or unpublished data.

3. Results

The results of this systematic scoping review highlight how social media and digital environments influence identity, self-perception, body image, and mental health in adolescents. Data were extracted from each study based on predefined inclusion criteria, focusing on population, study design, outcomes, and relevant psychosocial variables (Bernal Párraga et al., 2025; Campodónico & Aucapiña, 2024; Del Prete & Redon Pantoja, 2020). Synthesizing the 25 included studies revealed consistent patterns regarding social comparison, aesthetic pressure, gender and age differences, and the influence of family and social context (Miranda, 2020; Montes Castillo et al., 2024; Órfão & Días, 2024). These findings provide a comprehensive understanding of how participation in digital spaces affects adolescents’ personal and emotional development, forming the basis for targeted interventions and prevention strategies.

3.1. Identity, Self-Perception, and Body Image

Adolescents (10–19 years; World Health Organization, 2024) increasingly access social media platforms such as Instagram, TikTok, and Facebook with varying frequency, intensity, and modalities (Access). Engagement in these digital environments (Activities) allows adolescents to construct and express their personal identities, seek recognition, and experiment with self-presentation (Del Prete & Redon Pantoja, 2020; Serrate-González et al., 2023). The ways adolescents curate content, apply filters, post images, or engage with peers contribute to the formation of a digital “self,” while simultaneously exposing them to aesthetic and cultural norms that can influence self-esteem and body image (López-Martínez et al., 2024; Bernal Párraga et al., 2025; Órfão & Días, 2024).
The analysis of 13 studies highlighted that adolescents’ affective responses (Affect) to these activities are shaped by gender and age. For instance, girls frequently use filters and focus on aesthetic presentation, whereas boys tend to prefer anonymity and humor as a mode of expression (Serrate-González et al., 2023). Adolescents between 12 and 16 years are particularly sensitive to platform-specific standards of acceptance, which can result in decreased self-esteem, especially among girls, due to social comparison and aesthetic pressure (Bernal Párraga et al., 2025; Camacho-Vidal et al., 2023). Positive interactions, however, can mitigate these negative effects (Del Prete & Redon Pantoja, 2020; Leiva Castillo et al., 2023).
These findings are summarized in Table 1, which presents the main characteristics and results of the 13 studies regarding social media’s influence on adolescent identity, self-esteem, body image, and related psychosocial variables.

3.2. Social Comparison and Digital Pressure

Social comparison emerges as a highly sensitive psychosocial process among adolescents in digital environments. Continuous exposure to idealized bodies, lifestyles, and social behaviors heightens pressures related to appearance, achievement, and social acceptance (Campodónico & Aucapiña, 2024; Montes Castillo et al., 2024; Reyes Barrera, 2024). Digital platforms, through algorithms that reward visibility and immediate feedback, amplify these comparisons and increase emotional insecurity (Leiva Castillo et al., 2023; Del Prete & Redon Pantoja, 2020). Younger adolescents (10–14 years) are more vulnerable to these pressures, while older adolescents (15–18 years) may develop coping strategies such as selective engagement or avoidance (Rubio Hernández et al., 2024). Contextual factors, such as media literacy and family support, enhance emotional resilience, whereas lack of guidance intensifies negative outcomes (Miranda, 2020; Del Prete & Redon Pantoja, 2020).

3.3. Mental Health Impacts

Interaction with social media and digital devices exerts significant influence on adolescents’ mental health. Problematic use has been linked to low self-esteem, anxiety, insomnia, and emotional distress (Miranda, 2020; Reyes Barrera, 2024). Exposure to unrealistic body standards and idealized content contributes to stress, body dissatisfaction, depression, and psychosomatic symptoms, particularly among girls (Campodónico & Aucapiña, 2024; Órfão & Días, 2024). Anxiety and emotional distress may arise both from content consumed and content produced by adolescents themselves, affecting self-perception and overall well-being (Leiva Castillo et al., 2023; Órfão & Días, 2024). These findings underscore the sensitivity of digital spaces as arenas where identity, self-esteem, and mental health interact, revealing the importance of supportive interventions and the potential risks of exposure to social comparison and aesthetic pressures.

3.4. Cyberbullying: Normalized Violence with Significant Impact

Adolescents (10–19 years; World Health Organization, 2024) increasingly access digital platforms where interactions can take the form of harassment, exclusion, or public humiliation (Access). Cyberbullying behaviors encompass a range of activities (Activities), including sending threatening messages, posting humiliating images, impersonating peers, or excluding individuals from online networks (Donoso Vázquez et al., 2019; Valenzuela Guzmán et al., 2024; Carlos Garay et al., 2023).
The affective consequences (Affect) of these experiences are profound, influencing psychological, social, and academic domains. Victims often experience anxiety, depression, suicidal ideation, self-censorship, and withdrawal from social networks, while aggressors may demonstrate conflictive communication patterns, defiant attitudes, and a history of previous victimization (Domínguez-Mora et al., 2019; Donoso Vázquez et al., 2019; Domínguez-Mora et al., 2019). Observers or bystanders can either reinforce or mitigate cyberbullying, depending on their prosocial behaviors and engagement (Bachmeier & Cardozo, 2024).
Gender and age are critical determinants of vulnerability and involvement. Girls are generally more likely to be victims, experiencing aggression related to appearance, social exclusion, or image manipulation, whereas boys are more often perpetrators, engaging in direct forms of aggression such as threats or mockery (Pacheco, 2022; Domínguez-Mora et al., 2019; Valenzuela Guzmán et al., 2024). Younger adolescents (10–14 years) are more susceptible to victimization, while older adolescents are increasingly likely to adopt perpetrator roles (Pacheco, 2022).
The combination of personal, family, school, and digital factors shapes adolescents’ exposure and responses to cyberbullying (Cabrera et al., 2024; Madrid López et al., 2019; Torrecillas Lacave et al., 2022). Low self-esteem, conflictive family environments, prior school bullying experiences, excessive digital device use, and the perceived anonymity of online platforms intensify risk (Álvarez Quiroz et al., 2023; Donoso Vázquez et al., 2019; Pacheco, 2022). Conversely, supportive family structures, empathetic school environments, and prosocial peer engagement can buffer these negative outcomes (Madrid López et al., 2019; Domínguez-Mora et al., 2019).
Overall, the evidence indicates that cyberbullying among adolescents is a multidimensional phenomenon, with affective consequences ranging from psychological distress to social isolation and the construction of a “detached digital self” (Torrecillas Lacave et al., 2022; Carlos Garay et al., 2023). These findings underscore the urgent need for preventive strategies that integrate psychosocial support and a gender-sensitive approach, fostering safe and inclusive digital environments for adolescents.
These patterns are summarized in Table 2, which details the risk factors, profiles, and psychosocial impacts of cyberbullying across the included studies, reinforcing the multidimensional nature of the phenomenon.

4. Discussion

This scoping review aimed to synthesize current evidence on how social media and digital environments influence adolescent identity, self-perception, body image, mental health, and cyberbullying. Overall, the findings indicate that digital participation shapes adolescents’ experiences in complex and multidimensional ways. Social media provides opportunities for identity exploration and self-expression, but it also amplifies social comparison, aesthetic pressures, and emotional vulnerability, particularly among girls and younger adolescents. Cyberbullying emerges as a significant risk, interacting with personal, family, and contextual factors to affect psychological, social, and academic well-being. These patterns highlight both the potential benefits and harms of digital engagement, illustrating the intricate interplay between identity formation, social validation, and mental health in adolescent populations. The following subsections provide a more detailed discussion of each key domain identified in this review.

4.1. Identity Construction in Adolescence

Adolescent identity formation is a complex process influenced by personal exploration, social validation, and cultural norms (Erikson, 1968; Marcia, 1966). Our review confirms that social media platforms facilitate identity exploration while simultaneously intensifying social pressures. Activities such as content curation, posting, and engagement with peers contribute to a performative digital self, which can affect self-esteem and body image, especially in girls (Bernal Párraga et al., 2025; Camacho-Vidal et al., 2023; Órfão & Días, 2024).
Gender and age emerge as critical factors. Girls often prioritize aesthetic presentation and use filters, whereas boys engage more with humor and anonymity (Serrate-González et al., 2023). Adolescents aged 12–16 are particularly sensitive to social feedback and platform-specific standards of acceptance. These patterns underscore that identity construction in digital spaces is dynamic, culturally mediated, and emotionally charged, reinforcing the relevance of theoretical frameworks such as Marcia’s identity states and Tajfel and Turner’s social identity theory.
Supportive family and school environments can buffer against negative outcomes, highlighting potential intervention points. Conversely, low social support exacerbates emotional insecurity and susceptibility to social comparison. Overall, identity formation in adolescence is not homogeneous; it is expressed variably across digital and offline contexts, shaped by social expectations and mediated by online feedback mechanisms.

4.2. Digital Reconfiguration of Identity and Social Validation

Digital environments transform traditional identity development by providing immediate feedback and social validation. Platforms like Instagram, TikTok, and Facebook enable adolescents to project curated versions of themselves, seek recognition, and experiment with social roles (Del Prete & Redon Pantoja, 2020; Leiva Castillo et al., 2023). Likes, comments, and follower counts reinforce the performative nature of digital identity and can intensify emotional vulnerability, particularly among younger adolescents.
Gendered patterns persist: girls focus on aesthetic self-presentation, while boys favor humor or anonymity (Rizo-Vélez, 2023; Serrate-González et al., 2023). These trends indicate that cultural and gender norms are adapted to digital contexts, shaping the ways adolescents seek validation and experience social pressures. The digital reconfiguration of identity underscores the dual role of social media as both a space for self-exploration and a potential source of emotional stress.

4.3. Emotional Consequences of Digital Exposure

Frequent social media engagement is associated with heightened dependence on external validation, which can distort self-concept and reduce self-esteem (Domínguez-Mora et al., 2019; Rosa, 2015). Social comparison on visual platforms is linked to anxiety, depression, body dissatisfaction, and eating disorders (Campodónico & Aucapiña, 2024; Leiva Castillo et al., 2023; Reyes Barrera, 2024). The review highlights gender differences: girls face intensified aesthetic pressures, whereas boys are more affected by performance and physical ability expectations (Órfão & Días, 2024).
While some adolescents experience positive outcomes through supportive online interactions, the overall pattern indicates vulnerability to emotional distress, particularly in the absence of strong family, school, or peer support. These findings underscore the need to consider the psychological and social consequences of continuous digital exposure within intervention frameworks.

4.4. Cyberbullying and Adolescent Vulnerability

Cyberbullying constitutes one of the most harmful forms of digital violence, exacerbated by anonymity, content permanence, and rapid dissemination (Donoso Vázquez et al., 2019; Carlos Garay et al., 2023). Our synthesis reveals that both victimization and perpetration are influenced by age, gender, and contextual factors. Girls are more likely to experience cyber-victimization, particularly related to appearance and social exclusion, whereas boys tend to engage in more direct aggression (Pacheco, 2022; Valenzuela Guzmán et al., 2024).
Family cohesion, school environment, and peer engagement act as protective factors, while low self-esteem, conflictive family contexts, prior bullying experiences, and excessive device use increase vulnerability (Álvarez Quiroz et al., 2023; Cabrera et al., 2024). Prevalence varies by study methodology, with national estimates ranging from 5 to 13.3% for cybervictimization and up to ~50% in broader regional surveys (Henares-Montiel et al., 2022; Rodríguez-Hidalgo et al., 2020). These data highlight the multidimensional nature of cyberbullying and the importance of considering context, measurement instruments, and cultural factors.

4.5. Implications for Future Research

This review highlights several implications that extend beyond research, encompassing policy and practical interventions aimed at supporting adolescents in digital environments.
Implications for Research:
  • Future studies should investigate how digital exposure shapes adolescent identity and self-esteem differently according to gender, age, and social context.
  • Research should examine the influence of social media algorithms, online feedback mechanisms, and platform-specific features on identity formation, body image, and mental health.
  • Coping strategies employed by adolescents to navigate social comparison, aesthetic pressures, and cyberbullying should be studied, using longitudinal, qualitative, and mixed-method designs to capture long-term effects and subjective experiences.
  • Direct participation of adolescents in research is recommended to better understand their perspectives, agency, and resilience in digital spaces.
Implications for Practice:
  • Social workers, educators, and mental health professionals should integrate gender-sensitive approaches when designing interventions that address social media pressures and cyberbullying.
  • Digital literacy programs can be implemented in schools to enhance critical thinking, emotional regulation, and safe online behaviors.
  • Family-focused interventions that strengthen cohesion, communication, and support can buffer the negative effects of digital exposure on adolescent mental health and self-perception.
  • Peer-based programs promoting empathy, prosocial behavior, and bystander intervention can reduce the prevalence and impact of cyberbullying.
Implications for Policy:
  • Policymakers should develop guidelines and regulations that promote safe and inclusive digital environments for adolescents, including platform accountability for harmful content and bullying.
  • National and regional initiatives can support school-based mental health programs and digital literacy curricula, particularly targeting vulnerable populations.
  • Policies should encourage collaboration between schools, families, and social services to create multi-level protective networks for adolescents navigating online spaces.
By integrating these three dimensions—research, practice, and policy—the review provides a comprehensive framework for addressing the complex interplay between social media, identity formation, and mental health in adolescence.

4.6. Limitations of the Study

This review has several limitations. Most of the included studies are recent and focus predominantly on visible platforms, which could result in an underrepresentation of emerging digital environments. Quantitative and cross-sectional designs predominate, limiting understanding of long-term processes and adolescents’ subjective experiences. Furthermore, dimensions such as social class, ethnicity, and broader cultural context are underrepresented. Finally, adult-centered perspectives in the literature may obscure the active role of adolescents in shaping their digital identities. Future research should prioritize longitudinal designs, qualitative approaches, and the direct involvement of adolescents to achieve a more comprehensive understanding of adolescents’ digital experiences.

5. Conclusions

The use of social media significantly influences the construction of identity and emotional well-being in adolescents, amplifying social comparison, aesthetic pressure, and emotional vulnerability, especially in girls and younger adolescents. Cyberbullying is identified as a significant risk, mediated by individual, family, and contextual factors, with relevant psychological and social consequences.
From a social work perspective, these findings highlight the need for comprehensive interventions that foster resilience, support the development of authentic identities, and promote safe and inclusive digital environments. Understanding these dynamics is essential for designing effective strategies for prevention, support, and promotion of the overall well-being of adolescents.

Author Contributions

Conceptualization, M.N.E.-Z. and P.B.G.; methodology, M.N.E.-Z. and P.B.G.; software, M.N.E.-Z. and P.B.G.; validation, M.N.E.-Z. and P.B.G.; formal analysis, M.N.E.-Z. and P.B.G.; investigation, M.N.E.-Z. and P.B.G.; resources, M.N.E.-Z. and P.B.G.; data curation, M.N.E.-Z. and P.B.G.; writing—original draft preparation, M.N.E.-Z. and P.B.G.; writing—review and editing, M.N.E.-Z. and P.B.G.; visualization, M.N.E.-Z. and P.B.G.; supervision, M.N.E.-Z. and P.B.G.; project administration, M.N.E.-Z.; funding acquisition, M.N.E.-Z. All authors have read and agreed to the published version of the manuscript.

Funding

This research received no external funding.

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Not applicable.

Data Availability Statement

Not applicable. No new data were created or analyzed in this study.

Acknowledgments

The authors would like to thank all those who contributed indirectly to the preparation of this manuscript.

Conflicts of Interest

The authors declare no conflicts of interest.

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Youth 05 00119 g001
Figure 1. PRISMA flow diagram of the search, screening, and selection process for studies on adolescent identity, social media, and cyberbullying.
Figure 1. PRISMA flow diagram of the search, screening, and selection process for studies on adolescent identity, social media, and cyberbullying.
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Table 1. Studies reviewed on adolescent identity, social networks, and cyberbullying.
Table 1. Studies reviewed on adolescent identity, social networks, and cyberbullying.
Author/YearTitleStudy Type/InstrumentSampleKey Findings
(Bernal Párraga et al., 2025)The impact of social media use on adolescents’ self-esteemMixed. Descriptive–correlational250 adolescents (12–18 years)Intensive use affects self-esteem due to social comparison. In girls, higher aesthetic pressure. Positive social interactions improve self-esteem.
(Campodónico & Aucapiña, 2024)Social media and self-esteem: Systematic reviewSystematic review, qualitative10 studies (2019–2023)Consequences: anxiety, bullying, insomnia, psychosomatic symptoms. Greater impact on females.
(Camacho-Vidal et al., 2023)Relationship between Instagram use and adolescents’ body imageQuantitative, cross-sectional95 adolescents (11–19 years)Instagram generates aesthetic pressure, especially in girls. Likes affect self-esteem. Strong association with anxiety and insecurity.
(Del Prete & Redon Pantoja, 2020)Online social networks: Spaces for socialization and identity definitionQualitative. 32 ethnographic interviewsAdolescents (12–18 years)Networks serve to define the digital “self.” Performative identity, anxiety due to presentation. Risk: low self-esteem, mental health issues.
(Leiva Castillo et al., 2023)Social and health behaviors of adolescents represented on TikTokQualitative. Content analysis50 videos of adolescents (13–19 years)Stereotypes, use of filters, social pressure regarding appearance. Content normalizes risk behaviors. Greater exposure among girls.
(López-Martínez et al., 2024)Adolescents’ exposure to influencer marketing on nutrition and body careQuantitative-exploratory. Surveys1055 adolescents (11–17 years)Influencers affect self-esteem and decisions. Girls receive more aesthetic content. Harmful advertising affects body image.
(Miranda, 2020)The role of emotions in smartphone addiction and problematic use among adolescentsSystematic qualitative review13 studiesProblematic use is associated with low self-esteem and anxiety. Protective factors: high self-esteem and good family relationships.
(Montes Castillo et al., 2024)Social media and social comparison among adolescentsQuantitative, longitudinal416 adolescents (12–17 years)Negative social comparison, body distortion, anxiety, and eating disorders. Identity construction adapted to digital standards.
(Órfão & Días, 2024)The impact of TikTok on body image and self-esteemQualitative exploratory. 30 interviews30 male adolescents (10–19 years)TikTok generates male social pressure. Some content improves self-esteem; other content promotes anxiety and body vigilance.
(Reyes Barrera, 2024)Behavioral stress responses to digital stereotypesNarrative reviewScientific literature (12–18 years)Networks reinforce unattainable standards. Effects: body dissatisfaction, anxiety, depression. Girls are more vulnerable.
(Rizo-Vélez, 2023)Impact of social media on adolescent communicationQuantitative250 adolescents (13–18 years)Facebook is the main communication medium. Networks influence identity and pressure to maintain an idealized profile.
(Rubio Hernández et al., 2024)Unveiling the relationships between social media, self-control, self-esteem, and social skillsQuantitative, descriptive-correlational158 adolescents (12–17 years)No direct relationship between use and self-esteem, but related to self-control. Networks used for avoidance, concentration problems, and isolation.
(Serrate-González et al., 2023)Onlife identity: Gender and age in adolescent behavior on social networksQuantitative. Ex post facto15 adolescents (12–18 years), 31 centersNetworks influence digital identity and social acceptance. Girls use more filters and show themselves; boys prefer anonymity.
Source: Prepared by the authors based on the conducted review.
Table 2. Studies on Cyberbullying in Adolescents: Risk Factors, Impact, and Involved Profiles.
Table 2. Studies on Cyberbullying in Adolescents: Risk Factors, Impact, and Involved Profiles.
Author/YearTitleType of Study/InstrumentSampleRelevant Findings
(Donoso Vázquez et al., 2019)Factors associated with cybervictimization in Spanish adolescents aged 12–14.Quantitative. Survey.4.536 adolescents (Mean age: 15)Cyber-aggressors are often also victims. Excessive use and anonymity increase cyberbullying. 44.1% experienced some form.
(Bachmeier & Cardozo, 2024)Bullying and Cyberbullying: “Post-Pandemis”. A study with school adolescents from Córdoba.Quantitative, descriptive. Test.745 adolescents (13–19 years)Cyberbullying increased after the pandemic. Family and school environment influence. Bystanders also play a role. Prosocial deficit increases victimization.
(Cabañas et al., 2021)Cyberbullying among adolescents: concept, risk factors, and consequences on mental health.Systematic review.Studies (Dec. 2020–Jan. 2021)Linked to low empathy, family violence, and social anxiety. Consequences: depression, suicidal ideation, poor academic performance.
(Domínguez-Mora et al., 2019)Cyberbullying as a factor associated with psychological distress and suicidal ideation in Mexican adolescents.Quantitative explanatory, cross-sectional.1.676 adolescents (12–17 years)Cyberbullying participation is associated with psychological distress and suicidal ideation. Greater impact on females.
(Cabrera et al., 2024)Socio-family variables in cyberbullying adolescents: prevention and intervention from Social Work.Quantitative cross-sectional. Questionnaires.1.029 adolescents (11–19 years)Pleasant emotions towards bullying increase likelihood. Early family cohesion protects; conflicts in mid-adolescence increase risk.
(Madrid López et al., 2019)Factors associated with cyberbullying in adolescents: An ecological-social perspective.Quantitative. Logistic regression.1.488 (15–18 years)Family violence and school bullying have influence. Protective factors: empathy, family support, community, and school.
(Torrecillas Lacave et al., 2022)Experiences of cyberbullying in adolescents and its effects on internet use.Mixed. Survey and focus groups.865 adolescents (12–18 years)Females more affected. Adopt self-censorship and reduce online participation due to fear and insecurity.
(Valenzuela Guzmán et al., 2024)Cyberbullying: Common manifestations and gender roles among actors.Quantitative cross-sectional. Questionnaires.Adolescents (12–16 years)Girls: more cybervictimization (12.67%). Boys: more cyberaggression (2.67%). Common forms: teasing, impersonation, exclusion.
(Domínguez-Mora et al., 2019)Variables discriminating the profile of cyberbullies in Mexican adolescents.Quantitative. Ex post facto, cross-sectional.1.681 adolescents (12–17 years)Aggressors show conflictive communication with parents and negative attitudes. Victims report more family and academic support.
(Pacheco, 2022)Variables associated with the phenomenon of cyberbullying in Colombian adolescents.Quantitative.1.080 adolescents (10–19 years)Risk factors: excessive mobile use, being female. With increasing age: less victimization, higher likelihood of becoming aggressor.
(Álvarez Quiroz et al., 2023)Relationship between bullying, cyberbullying, and self-esteem in Colombian adolescents.Quantitative, descriptive–correlational.460 adolescents (12–18 years)Low self-esteem linked to greater cybervictimization. Medium self-esteem also implies risk.
(Carlos Garay et al., 2023)Cyberbullying in adolescents in a pediatric hospital: frequency and forms.Observational, descriptive, prospective. Questionnaire.406 adolescents (12–18 years)22.5% reported cyberbullying. Forms: exclusion (54.2%), persistent messages (42.3%), jokes (32.8%), humiliating images (16.2%).
Source: Own elaboration based on the systematic review.
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Elvira-Zorzo, M.N.; Bayona Gómez, P. Identity Construction and Digital Vulnerability in Adolescents: Psychosocial Implications and Implications for Social Work. Youth 2025, 5, 119. https://doi.org/10.3390/youth5040119

AMA Style

Elvira-Zorzo MN, Bayona Gómez P. Identity Construction and Digital Vulnerability in Adolescents: Psychosocial Implications and Implications for Social Work. Youth. 2025; 5(4):119. https://doi.org/10.3390/youth5040119

Chicago/Turabian Style

Elvira-Zorzo, María Natividad, and Paula Bayona Gómez. 2025. "Identity Construction and Digital Vulnerability in Adolescents: Psychosocial Implications and Implications for Social Work" Youth 5, no. 4: 119. https://doi.org/10.3390/youth5040119

APA Style

Elvira-Zorzo, M. N., & Bayona Gómez, P. (2025). Identity Construction and Digital Vulnerability in Adolescents: Psychosocial Implications and Implications for Social Work. Youth, 5(4), 119. https://doi.org/10.3390/youth5040119

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