VAD ÄR MENINGEN IFALL JAG MÄRKER ATT INGEN KOMMER BRY SIG? En kvalitativ intervjustudie om barns upplevelser av identitetsskapande och sociala relationer på sociala medier

Abstract

Social media has become a central part of children's everyday lives. Platforms like TikTok, Instagram and Snapchat shape how children socialise, see themselves and build relationships. While research on adolescents and social media is extensive, younger children in the 12-13 age range have largely been overlooked. This study aims to address that gap by examining how children aged 12-13 experience identity formation and social relationships on social media. The study is a qualitative interview study in which eleven seventh-grade children were interviewed in pairs using a semi-structured interview guide. The material was analysed using thematic analysis, guided by three theoretical frameworks: Goffman's (1959/2020) theory of performance, Hogan's (2010) theories of exhibition and curators, and Coleman's (1990) theory of social capital and group closure. The findings show that the children are highly aware of how they present themselves online. They make deliberate choices about what to post, adjust their behaviour depending on who might see their content, and consciously hide aspects of themselves to maintain a positive image. The children also show a clear understanding that posts on social media can reach a wide and unknown audience, and adapt what they share accordingly. When it comes to social relationships, the children describe social media as a useful tool for staying in touch, planning activities and supporting each other. Tighter, more close-knit groups are experienced as safer and more predictable, while looser networks feel less defined in terms of shared norms and expectations. Overall, the children navigate social media with a notable degree of awareness. Their experiences are consistently mixed, the same platforms that enable connection and self-expression also create pressure and a sense of constant visibility. A key finding is that children aged 12-13 show a level of reflection similar to that of older teenagers, suggesting that these processes develop earlier than previously assumed. The results are not generalisable, but offer a perspective that has largely been missing from existing research