Play, Pause, and Repeat: Understanding the consequences of
excessive short video consumption on Swedish Male Adolescents
Authors:
Enes Akgun
Mohammad Mirzajee
Supervisor: Cecilia Sòler
Master’s thesis in Marketing and Consumption
Spring 2024
Graduate School, School of Business, Economics and Law, University of Gothenburg, Sweden
Abstract
This study investigates the consumption of short video content(shorts/reels) on social media
(SM) platforms among Swedish male adolescents aged 16 to 18. Our research findings
underscore that Fear of Missing Out (FOMO) serves as a potent activator behind SM
engagement, often leading to addictive behaviors. Notably, adolescents heavily depend on
SM for social connections and validation, raising pertinent concerns regarding its impact on
their mental well-being and daily functioning. Short video consumption emerges as a coping
mechanism for stress alleviation and an avenue for escaping the challenges of daily life.
To delve deeper, we explore the ramifications of excessive short video consumption on the
daily lives of Swedish male adolescents. By examining its effects on well-being, cognitive
functioning, and social compassion, our study endeavors to shed light on the multifaceted
challenges younger generations encounter in navigating the complexities of digital
technology and social media (SM). Our analysis delves into FOMO, social comparison,
validation-seeking behaviors, and escapism to unravel the intricate interplay between SM use
and adolescent well-being.
Grounded in theoretical frameworks such as Social Comparison Theory (SCT)
(Festinger,1954) and Uses & Gratification (UGT) (Herzog, 1944), our research underscores
the imperative of a nuanced understanding of adolescent behavior in the digital age
(Andreassen et al., 2016; Andreassen et al., 2017; Andreassen & Pallesen, 2014). This
comprehension is pivotal in mitigating the potential risks while harnessing the benefits of SM
consumption.
Ultimately, our study contributes to the ongoing discourse surrounding the impact of digital
media on adolescents' daily experiences and well-being. By offering valuable insights for
researchers, educators, and policymakers, we aim to pave the way for fostering healthier
digital habits and enhancing the overall well-being of Swedish male adolescents.
Keywords: Adolescents' Short Video Consumption, Social Media Consumption, Fear of
Missing Out, Social Comparison, Cognitive Functioning, Escapism, Well-being.
1. Introduction 1
2. Theoretical Background 2
2.1. FOMO and Social Media Consumption 2
2.2.Negative Impact of Excessive Smartphone Use and FOMO 2
2.3.Understanding The Impact of Social Media Addiction 3
2.4.Social Comparison Theory and Self-Esteem 4
2.5.Social Media Consumption and Uses & Gratification Theory 4
2.6.Cognitive Impacts of Social Media Engagement 5
2.6.1.The Influence of FOMO on Attention and Memory 6
2.6.2.Implications of Digital Escapism 6
2.7. Summary of Conceptual Framework 6
3. METHODOLOGY 7
3.1.Study Design 7
3.2. Selection of Participants 8
3.3.Data Collection 9
3.4. Ethical Considerations 10
3.5.Data Analysis 11
3.6.Quality of Research 11
4. Findings and analysis 12
4.1. FOMO, life experiences and well-being related to short video consumption among
16-18 year old males in Sweden 12
4.2. Anxiety-driven FOMO 13
4.3. Inadequacy, Gratefulness and Inspirational 14
4.3.1.Positive 14
4.3.2.Negative 15
4.4. Social connection and Belongingness 16
4.4.1.Seeking comfort 16
4.4.2.Stress relief 18
4.4.3 Escaping from Responsibilities 18
4.5. Cognitive Functioning 19
4.5.1.Sleep disturbances 19
4.5.2.Attention and Focus 20
4.5.3.Memory loss 20
5. Conclusion 21
5.1. Answering the research question 21
5.2. Implications 22
5.2.1. Managerial implications 22
5.2.2. Theoretical implications 23
Reference List 24
APPENDIX 31
1. Introduction
This exploratory study examines the experiences of male adolescents on social media (SM)
platforms and elucidates their impacts on well-being and daily life. In our era permeated by
technology and SM, young people navigate a complex landscape of self-discovery and social
pressure. For 16 to 18-year-old males, who are particularly impressionable and susceptible to
influence, SM platforms have become a significant cornerstone of their lives. According to
Statista (2023), 8.7 million individuals use SM in Sweden, with 47.3% (4.11 million) being
male. Çam and Isbulan (2012) indicate that young men are the most addicted group to SM.
The prevalence of digital media usage is increasing significantly, alongside a noteworthy
surge in mental health concerns among adolescents (Burén et al., 2021). While SM platforms
offer avenues for connection and creative expression, their curated feeds and constant
comparisons paint an idealized picture of reality, often centered on unrealistic life standards
and materialistic values (Choi, 2020). This idealization evokes emotional effects such as
FOMO (fear of missing out) in adolescents (Boniel-Nissim et al., 2022). FOMO is the term
used to describe the anxiety people have when they believe they may miss out on exciting
experiences or events that others in their social circles are showing off (Jabeen et al., 2023).
The study's goal is to shed light on these phenomena, such as social comparison, FOMO,
cognitive functioning, escapism, and motives behind the consumption of short videos and
how they influence young male adolescents' everyday lives and well-being.
Prior research has shown that excessive SM consumption significantly impacts adolescents'
emotional well-being and daily experiences. While previous studies have looked into the
effects of SM consumption, there is a notable gap in the literature regarding the specific
reasons and outcomes associated with male adolescents' consumption of short videos or reels.
These outcomes include a range of emotions, such as anxiety, stress, and FOMO, which leads
to a pervasive sense of anxiety when individuals worry about missing out on events or
experiences (Chan et al., 2022). Adolescents often exhibit FOMO behaviors on social media
platforms, which can exacerbate their feelings of anxiety and stress (Tunc-Aksan and Akbay,
2019). Short video content, such as shorts, reels, and TikTok videos, can be found on
platforms like TikTok, Instagram, and YouTube. These formats are designed to provide quick
and exciting content. YouTube Shorts are 60-second videos with various effects, music, and
editing capabilities, prominently featured on the YouTube app for easy discovery(Jaffe,
2020). With a maximum length of 60 seconds, Instagram Reels also offer multiple editing
tools, music selections, augmented reality effects, and speed adjustments, highlighted on the
Explore page for a wider audience(Instagram, 2020). Videos in the TikTok format can last up
to three minutes, focusing on artistic instruments, effects, and sounds. All three platforms aim
to encourage user participation in trends and challenges, making it easy to create and share
engaging videos with a broad audience (Hanratty, 2023).
Contemporary adolescents represent the inaugural cohort born into the era of digital
technology and the internet, commonly referred to as digital natives in scholarly circles.
Studies have elucidated a correlation between screen time and the well-being of students,
with a notable prevalence of psychosomatic symptoms among those who spend periods in
front of digital devices. Sweden emerged as a paradigm of digitization on the global stage,
with its adolescent population exhibiting a heightened engagement in internet-based activities
compared to peers in other nations. Notably, Sweden indicates the highest percentage of
young individuals classified under the category of extreme internet users, signifying usage
1
exceeding six hours per weekday (Folkhälsomyndigheten, 2018). Thus, the primary purpose
of this study is to explore the relationship between excessive short-video consumption and
FOMO among Swedish male adolescents aged 16-18 and its subsequent impact on their daily
life experiences and overall well-being. By delving into the nuances of this phenomenon, the
study seeks to provide valuable insights into the behavioral, emotional, and social
implications of FOMO-induced behaviors, ultimately offering actionable recommendations
for promoting healthier digital habits and enhancing overall well-being among Swedish male
adolescents.
Envy of other individuals on SM can extend to comparisons between one's actual lifestyle
and one's idealized self, perpetuating a cycle of self-scrutiny and dissatisfaction (Festinger,
1954; Jabeen et al., 2023). Despite growing concerns, the precise mechanisms driving this
connection still need to be clarified. The authors present the following research question to
delve deeper into this complex issue by exploring:
● How does excessive short video consumption activate FOMO and influence
Swedish male adolescents between 16-18 years old daily life experiences and
their overall well-being?
2. Theoretical Background
2.1. FOMO and Social Media Consumption
FOMO encapsulates the apprehension individuals feel when they perceive themselves as
potentially missing out on engaging experiences or events showcased by others in their social
circles. According to a study by Clor-Proell et al. (2020), the feeling of FOMO is often
heightened by the carefully curated and idealized portrayals prevalent on SM platforms. Their
research delved into the intricate relationship between mobile devices, investment news apps,
and FOMO, revealing how the dissemination of information and push notifications can
intensify the anxiety associated with missing out on crucial updates or opportunities. Argan
and Tokay Argan (2020) conducted research examining the dynamics of FOMO within the
context of social visibility and conspicuous sharing on SM platforms. Their findings elucidate
how tendencies toward social comparison and validation-seeking behavior exacerbate
FOMO, as individuals feel compelled to maintain visibility and relevance within virtual
social spheres. Tunc-Aksan and Akbay's (2019) study shed light on the adverse effects of
excessive smartphone use and FOMO on adolescents' emotional well-being, highlighting the
potential for SM addiction to develop as a negative outcome. Prior studies explain that
FOMO drives individuals to frequently observe their SM platforms to exclude feelings of
anxiety and potentially miss out on certain content. These actions can trigger compulsive
behaviors, and adolescents are struggling to encounter the urge to look at their smartphones
regularly. The mentioned behaviors are highly correlated with addiction (Alutaybi et al.,
2020).
2.2.Negative Impact of Excessive Smartphone Use and FOMO
Social comparison processes play a pivotal role in exacerbating FOMO, as individuals often
perceive their own lives as less fulfilling compared to the seemingly more glamorous
experiences of others. Fu et al. (2023) conducted a study among Chinese college students to
explore the correlation between stress perception and problematic social network use, with
FOMO emerging as a significant mediating factor. This phenomenon typically arises when
individuals compare their own lives and those of others. SM platforms contribute to this
2
feeling by presenting a carefully curated and idealized portrayal of others' lives, prompting
individuals to feel as though they are missing out on similar experiences (Chan et al., 2022).
Jabeen et al. (2023) found that FOMO can prompt users to adopt strategies of admiration and
conflict on SM platforms, further exacerbating feelings of inadequacy and discontent. Social
comparison emerges as a critical determinant that contributes to user fatigue. Social
Comparison Theory (SCT) offers a valuable framework for comprehending how individuals'
comparisons on SM platforms contribute to the onset of FOMO. By integrating SCT and
FOMO, researchers gain deeper insights into problematic social network use and its
psychological ramifications. To mitigate the adverse effects of FOMO, individuals can
employ mindfulness techniques and focus on being present in the moment, thereby fostering
a healthier relationship with SM and promoting overall well-being (Chan et al., 2022; Jabeen
et al., 2023; Fu et al., 2023).
2.3.Understanding The Impact of Social Media Addiction
The presence of SM in today's digital landscape has revolutionized how adolescents interact
and consume information. Short videos, reels, and TikTok videos are increasingly popular
among adolescents. Video content exists on YouTube, Instagram, and TikTok. These videos
have different lengths and formats, but the main idea is to keep the person watching
longer(Jaffe,2020; Instagram, 2020; Hanratty, 2023). While the ubiquity of technology offers
unprecedented opportunities, scholars express concerns about its potential negative impacts
on adolescent mental health (Baker and Algorta, 2016). Recent research highlights that a
nuanced understanding is necessary, as SMU bears the strongest association with depression
risk (Haidt and Allen, 2020). Adolescents engaging in SM practices are more likely to be
exposed to a range of risks, including addiction, which is closely related to their well-being
(Tunc-Aksan and Akbay, 2019). SM addiction negatively impacts the emotions and life
satisfaction of adolescents (Andreassen et al., 2016; Boer et al., 2021) and also increases
behavioral problems and decreases social engagement (Banyai et al., 2017; Hawi and
Samaha, 2016; Merelle et al., 2017). Although there are multiple definitions of SM addiction,
it can be explained as a preoccupation with SM platforms characterized by an urge to
constantly engage and devote excessive time and effort that hinders other social activities,
academics, and psychological well-being (Andreassen and Pallesen, 2014). Prior studies
indicate that SMU negatively impacts adolescent well-being, demonstrating that individuals
experiencing loneliness or lacking social skills are more likely to develop compulsive SMU
behaviors (Apaolaza et al., 2013). Previous studies within SMU highlight gender differences,
with some arguing that men are the most addicted group (Çam and Isbulan, 2012), while
others suggest that addictive use might be more prevalent among women (Andreassen et al.,
2017). Beyond gender, age is also a crucial factor, with studies showing that younger
individuals are more addicted to SM compared to older adults. This suggests a potential
generational shift in SMU patterns, leading to more exposure to problematic behaviors
(Andreassen et al., 2017). Several studies explain the potential relationship between SMU
and adolescent well-being, highlighting the rise in depression, anxiety, stress, loneliness, and
sleep disturbances (Boer et al., 2020). Although some scholars state a generally negative
correlation between SMU and well-being, the effects of SM consumption and its aftereffects
remain underexplored.
3
2.4.Social Comparison Theory and Self-Esteem
SCT was initially introduced by Festinger (1954) as a framework illustrating how individuals
evaluate their qualities and beliefs in comparison to their surroundings, especially in the
absence of objective standards. This theory, which sheds light on the intricacies of human
social behavior, arose at a critical juncture in social psychology research. The model
presented by Festinger highlights the importance of relative evaluation, where individuals
employ comparison processes to gauge both their own and others’ value. SCT elucidates how
individuals strategically select comparison targets to maintain a positive self-image, a
phenomenon known as self-enhancement and self-evaluation maintenance (Festinger, 1954).
In SCT, individuals tend to compare themselves to those they perceive as superior in upward
comparisons, while they contrast themselves with those deemed inferior in downward
comparisons. These behaviors evoke varying emotional and motivational responses. SCT
acknowledges moderating factors, including individual characteristics (Van Yperen,
Brenninkmeijer, and Buunk, 2006) and contextual influences (Lam et al., 2022).
According to SCT, individuals’ self-esteem is closely linked to their propensity for
comparison, particularly on SM platforms. Colak et al. (2023) highlight the mediating role of
body image in the association between SM addiction and self-esteem among adolescents.
Adolescents frequently engage in SM, comparing themselves to peers, influencers, or
celebrities, whose idealized images often evoke feelings of inferiority or inadequacy. Positive
comparisons, where individuals perceive themselves as similar or superior to others, can
enhance their self-esteem and confidence. Conversely, negative comparisons, particularly
concerning unrealistic beauty standards or lifestyles showcased on SM, may result in
dissatisfaction, low self-esteem, and negative body image perceptions (Choi, 2020). Ozimek
and Bierhoff (2020) assert that SM platforms often foster upward comparisons, which can
detrimentally impact self-esteem and contribute to symptoms of depression. SM's constant
portrayal of polished images and achievements of others can significantly affect individuals’
sense of self-worth and overall well-being. The pressure to conform to these idealized
standards exacerbates body image concerns and diminishes self-esteem (Choi, 2020). SCT
provides a valuable framework for comprehending the influence of SM on self-esteem,
emphasizing the significance of internal and external factors in shaping individuals’
self-perceptions.
2.5.Social Media Consumption and Uses & Gratification Theory
The term "gratifications," invented by Herzog in 1944, delineates the specific types of
satisfaction individuals derive from consuming media content. The Uses and Gratifications
Theory (UGT) stands as an early endeavor to comprehend how individuals actively select and
utilize media to fulfill distinct needs. UGT posits that individuals actively seek out, relate to,
and employ media to satisfy their gratification needs (Ku, Chu, & Tseng, 2013). Swanson's
(1987) study emphasized the significance of message content in UGT research, while Rubin's
(1983) findings highlighted how entertainment and informational gratifications derived from
television content contribute to increased viewing time.
Applying the UGT perspective, Smock et al. (2011) predicted specific SM usage patterns
based on consumer motivations. Rajeswari (2023) explored SM-based learning, offering a
fresh perspective on media selection for educational purposes. Malthouse et al. (2013) noted
that brands utilize SM to captivate audiences by delivering valuable content. Dolan et al.
4
(2016) investigated constructs grounded in UGT's theoretical foundations, such as the need
for social interaction, entertainment, information seeking and sharing, and the desire for
reward or payment, in relation to consumer preferences for online and SM platforms.
Examining TikTok's allure, researchers Scherr and Wang (2021) highlighted its capacity to
fulfill diverse consumer needs, particularly the desire for escapism and gratification. Given
the pivotal role of SM platforms like TikTok in satisfying entertainment, social interaction,
and diversion needs, researchers must recognize the significance of escapism and other
factors that contribute to user satisfaction. Acknowledging these elements is imperative for
optimizing studies and effectively exploring TikTok's user demographics, maximizing the
platform's theoretical potential.
SCT and Gratification Theory share a close relationship concerning the gratifications sought
through SM engagement. Siregar et al. (2023) argue how SM platforms facilitate social
comparisons and gratification-seeking through various comparison processes. Choi (2020)
delved into social comparison in fashion blogging, identifying the emergence of the "creative
self" as a new genre in fashion communication. Lee et al. (2022) explored the psychological
repercussions of envying Instagram influencers, underscoring SM's role in social comparison
processes and the gratifications they afford. Van Yperen, Brenninkmeijer, and Buunk's (2006)
investigation of responses to upward and downward social comparisons highlighted the
significance of effort-performance expectancy in seeking gratification through comparison
processes. Further research by Lam et al. (2022) examined how SM use affects social anxiety
and social comparison among college students, offering insights into the gratifications sought
and obtained through SM engagement.
2.6.Cognitive Impacts of Social Media Engagement
Previous studies conducted in Sweden have underscored various psychological symptoms
encompassing stress, depression, and sleep disturbances arising from excessive smartphone
usage among individuals. Reports explain the influence of SM and adolescents' concerns that
they spend more time on SM than necessary. Prior research indicates that SM has a negative
impact on individuals' daily lives; on the other hand, past investigations also indicate that SM
has created many opportunities for adolescents (Folkhälsomyndigheten, 2018). Studies
suggest that adolescents encounter challenges in maintaining consistent sleep schedules,
leading to disruptions in their sleep-wake cycles. This underscores the significance of
pinpointing the root causes of sleep deprivation to mitigate potential health risks and improve
their well-being (Hillman, 2012). According to previous research, FOMO can influence
various aspects of individual sleeping health. The desire to remain connected or engaged may
cause people to postpone vital sleep hours, leading to a delayed bedtime (Brombach and
Dietch, 2024).
According to Nationalencyklopedin, attention is described as a cognitive state where
individuals concentrate on specific aspects of their environment, excluding their surroundings
(Nationalencyklopedin, n.d.). Attention can also be a state of mind where humans can shift
focus between singular or multiple stimuli (Lodge and Harrison, 2019). Attention can occur
either as voluntary or involuntary, depending on various elements such as cognitive
processes. SM can have a significant impact on the attention of adolescents. Scrolling
through SM content is designed to effortlessly capture users' attention with minimal text,
bright backgrounds, and other attention-grabbing elements (Bulut, 2023). Research has
shown that SM triggers the brain's reward system and releases dopamine, providing an escape
5
from reality and increasing users' dopamine levels (Macit et al., 2018). However, relying on
SM for a quick dopamine boost can be seen as an easy way out and may lead to addiction.
SM platforms like Instagram and TikTok can significantly impact attention spans.
2.6.1.The Influence of FOMO on Attention and Memory
FOMO has been linked to disruptions in attentional processes, affecting an individual's
capacity to focus and keep attention on important tasks. According to Przybylski et al.
(2013), the frequent intake of information and notifications from SM platforms might lead to
attentional biases, directing attention away from current activities and toward the FOMO on
possible opportunities. This means that those who are feeling FOMO may have less
attentional control and are more easily distracted, compromising their cognitive functioning
in a variety of ways. A recent study conducted by Sharifian and Zahodne in 2021 showed that
SM can have a negative impact on memory. The researchers used an experimental design to
compare two different groups of people. Those who used SM during the experiment
performed less well on memory capability tests than those who did not (Sharifian and
Zahodne, 2021).
2.6.2.Implications of Digital Escapism
Escapism is a psychological defense mechanism people often use to deal with daily life
stress. Baumeister (1990) defines it as a way to escape distressing thoughts or emotions by
engaging in short-term relief activities. Lee (2017) has studied escapism in the context of
internet gaming disorder, suggesting that excessive gaming may be a way for people to
escape from real-life stressors. Similarly, passive Facebook use has also been linked to
escapism, as individuals turn to SM for distraction and relief from boredom or loneliness
(Young et al., 2017). Prior studies have shown that push notifications significantly impact
academic performance. Students shift focus after approximately six minutes to SM activities
rather than studying (Koessmeier and Büttner, 2021). This can be attributed to SM's sense of
belonging and connection, which contributes to its appeal as a means of escapism (Gao et al.,
2017).
Adolescents who want to escape their problems may compare their lives to others on SM.
This can make them feel worse about themselves since they are comparing their real life to
the edited and idealized version of someone else's life (Festinger,1954; Colak et al., 2023).
This comparison can increase their feelings of inadequacy and drive them to escape from
reality (Lee, 2017; Young et al., 2017). Both upward and downward social comparisons can
influence escapism behaviors. Upward comparisons involve comparing oneself to those
perceived as better off, which can evoke feelings of envy or inferiority. On the other hand,
downward comparisons involve comparing oneself to those perceived as worse off, which
can temporarily boost one's self-esteem but could also lead to guilt or complacency
(Festinger, 1954).
2.7. Summary of Conceptual Framework
The literature review delves into various theoretical aspects aimed at comprehending the
influence of excessive short video consumption on the daily life experiences of adolescents,
focusing on the age group of 16-18 years. By establishing a robust theoretical foundation, this
thesis seeks to illuminate the nuanced interplay between SMU and adolescent well-being.
6
FOMO arises from the constant worry of being excluded from captivating experiences or
content showcased by peers. Studies underscore the profound impact of push notifications in
exacerbating FOMO by accentuating missed opportunities (Clor-Proell et al., 2020). Scholars
such as Argan and Tokay Argan (2020) emphasize how social comparison and
validation-seeking behaviors intensify FOMO. Tunc-Aksan and Akbay (2019) highlight the
adverse effects of excessive smartphone use, hinting at its potential for addictive behavior. Fu
et al. (2023) further elaborate on the mediation of stress perception and problematic social
network use among college students by FOMO. SCT elucidates how SM platforms
perpetuate FOMO by portraying idealized versions of others' lives, fostering feelings of
inadequacy (Chan et al., 2022). The research underscores the association between SMU and
depression risk among adolescents (Haidt and Allen, 2020). Addiction to SM is shown to
negatively impact emotions, life satisfaction, and behavioral engagement (Boer et al., 2021;
Hawi and Samaha, 2016). Despite existing knowledge gaps in SMU patterns, particularly
concerning the consequences of excessive consumption, there remains a need for a nuanced
approach to understanding adolescent behavior (Andreassen et al., 2017). SM platforms,
designed to captivate attention and trigger dopamine release, may impair cognitive
functioning (Macit et al., 2018). The impact of FOMO on cognitive function underscores its
significance for overall well-being (Przybylski et al., 2013; Sharifian and Zahodne, 2021).
Escapism serves as a coping mechanism for stress, evident in excessive SMU among
adolescents (Lee, 2017; Young et al., 2017). Understanding these dynamics is vital for
addressing the daily life experiences of adolescents in the digital age and their impact on
overall well-being.
3. METHODOLOGY
3.1.Study Design
Embedded within the phenomenological tradition is a fundamental emphasis on
understanding human experiences within their lived context, highlighting the importance of
exploring the subjective dimensions of consumer behavior (Thompson et al., 1990). In the
context of this study, phenomenological interviews offer a means to illuminate the
experiences and emotions of young males in Sweden as they navigate the realm of SM
consumption. The research gap in understanding adolescents' engagement with short video
content on SM platforms makes phenomenological interviews particularly suitable. This
approach allows for an in-depth exploration of a relatively new area of
behavior—adolescents' short video consumption, which remains largely unexplored
(Regeringen, 2023). By embracing the phenomenological approach, researchers can uncover
nuanced insights that contribute to a deeper understanding of consumer behavior in
contemporary society (Creswell, 2009). This method enables us to capture rich, detailed
accounts of how adolescents perceive and are affected by their interactions with short video
content on platforms such as TikTok and Instagram. Through these interviews, we can
understand short videos' emotional and psychological impacts on this demographic, filling a
significant gap in the existing literature and providing valuable insights for policymakers,
educators, and parents (Regeringen, 2023).
Phenomenological interviews are a valuable methodological approach for probing
individuals' lived experiences and personal narratives (Thompson, 1989), allowing
researchers to uncover more profound insights into their reactions and emotions. During
phenomenological interviews, the primary objective is to elicit participants' opinions,
feelings, and perceptions concerning a specific topic or phenomenon (Andreassen et al.,
7
2016; Lam et al., 2022). Interviewers adopt an open and exploratory stance, fostering an
environment conducive to participants freely expressing themselves and providing detailed
accounts of their experiences (Thompson et al., 1989). The conducted approach enabled
adolescents to engage in a natural and open conversation about their experiences with SM.
This method facilitated a comfortable environment where participants could freely express
their thoughts and feelings. We asked open-ended questions such as, "How have you used
your phone today?" and "Do you remember something that made you laugh today?" Through
these questions, participants were encouraged to reflect on and articulate the meanings they
attribute to their experiences. This approach allowed us to capture the dimensions of their
behavior, providing a rich, detailed account of how young males in Sweden navigate the
realm of SM consumption. Through these phenomenological interviews, we gained valuable
insights into short video content's emotional and psychological impacts, contributing to a
deeper understanding of contemporary adolescent behavior in the digital age (Thompson et
al., 1990).
3.2. Selection of Participants
In this study, we employed a combination of purposive, snowball, and random sampling
techniques to ensure a diverse and representative sample of participants. Purposive sampling,
a non-probability method (Bell et al., 2019) was employed to select participants based on
their relevance to the research question, a common approach in qualitative research (Bryman,
2012). We targeted respondents who had high screen time on SM platforms like TikTok,
Instagram, or YouTube, focusing on short video consumption, as these individuals are most
pertinent to our study. This method is particularly well-suited for phenomenological
interviews (Goulding et al., 2005), focusing on individuals with specific experiences rather
than aiming for generalizability. Snowball sampling, another non-probability technique was
employed by asking the respondents to refer friends who are also regular SM users. This
method helped us reach a broader network of relevant participants, gradually increasing our
sample size and ensuring diverse perspectives (Corbetta, 2003). We also utilized random
sampling to comprehensively represent different student backgrounds. We contacted high
schools in Gothenburg and Sandviken, choosing schools with varying socioeconomic
statuses. We emailed and contacted the school deans, requesting permission to approach their
students for participation. Additionally, one of the authors’ former high schools assisted by
having a teacher randomly select four participants based on our criteria. We requested that
these four participants introduce us to other regular social media user students, and we
conducted three more interviews by including them. For our last three interviews, which were
conducted in an international high school, we also chose participants with assistance from
one of the school teachers. This teacher was informed about our interview criteria. Teachers
choose students based on these criteria, such as regular short video users. This method
ensured that our sample included a regular Swedish high school and an international high
school (Bernard, 2017). A total of ten in-depth interviews were conducted using the
phenomenological method, with one participant withdrawing from participation (see Table 1).
This withdrawal underscores the sensitivity of the topic and the personal nature of discussing
SMU and its impact. Despite this, proceeding with nine interviews remained appropriate for
the research context (Duke, 1984). SM consumption and its effects on adolescents’
well-being are inherently sensitive. Adolescents may experience a range of emotions when
discussing their SM habits, including anxiety, embarrassment, or discomfort. When the
participant chose to withdraw, it highlighted the importance of creating a supportive and
understanding environment during interviews. We addressed this by stating that these
8
interviews were entirely voluntary and that they could withdraw at any point without any
negative consequences. The combination of purposive, snowball and random sampling
methods ensured diversity and representativeness within the sample, enriching the study's
findings. The sensitivity of the topic highlights the importance of ethical considerations,
which were integral to our study’s methodology (Bernard, 2017; Duke, 1984).
This research conducted nine in-depth phenomenological interviews, lasting 40-60 minutes
and delving into participants’ SM experiences (see Table 1). We ensured diversity and
different perspectives by including participants from families with various income levels and
marital statuses. By interviewing individuals from high- and low-income families, we aimed
to capture a broad spectrum of perspectives.
Name* Age Family Income Level İnterview
time
Olof 16 Middle 46 minutes
Lars 16 Middle 53 minutes
Johan 16 Middle 57 minutes
Peter 16 High 41 minutes
Per 17 High 44 minutes
Anders 17 High 60 minutes
Jan 18 Low 49 minutes
Erik 18 Low 52 minutes
Frederik 18 Low 47 minutes
Elias -Withdrew from participation
Table 1. Distribution of respondents. *All names are replaced with pseudonyms.
3.3.Data Collection
The interviews conducted for this study were comprehensive and individual, ensuring that
participants’ unique perspectives on SMU were thoroughly explored (Eriksson and
Kovalainen, 2008). Each interview was designed to be phenomenological in nature, focusing
on the participants' lived experiences. This approach aligns with the phenomenological
tradition, which emphasizes understanding experiences within their context and exploring the
dimensions of behavior (Thompson et al., 1990). Participants’ consent was obtained before
each interview, ensuring they were fully aware of the study’s purpose and rights. The
interviews were audio-recorded to maintain data accuracy and allow for detailed analysis.
The interviews began with introductory questions designed to put respondents at ease and
encourage them to reflect on their daily SM habits. These questions were open-ended to
allow for a broad range of responses and included; “How did you use your phone today?”,
“How did you use your phone yesterday?” “Which platforms did you use today?” “Which
platforms did you use yesterday?”. The primary goal was to understand the participants’
experiences and the meanings they attribute to their SMU. Following the introductory
questions, the interviews delved into more specific areas related to the research questions,
such as experiences with FOMO and the perceived effects of SM on their mental and
9
physical well-being. To gather nuanced insights, interviewers employed probing questions
that encouraged participants to elaborate on their initial responses. Probing is a crucial
technique in phenomenological interviews as it helps discover deeper layers of experience
and meaning (Bell et al., 2019). Examples of probing questions included, “Can you tell me
about any specific media platforms/events on social media that made you feel good or bad?”
“Some people feel pressure to look and do the same things as those who appear in
videos—how do you feel about that?” “Can you give a specific example of a social media
experience that either boosted or lowered your self-esteem?“.
3.4. Ethical Considerations
In this study, ethical considerations were paramount, especially given the sensitivity of the
topic. Adhering to Bhattacharjee's (2012) principles and other established guidelines
(Bryman, 2012; Bryman and Bell, 2011), we took strict measures to protect participants'
rights and well-being. Before conducting the interviews, we made sure that all participants
fully understood the study’s objectives. This was achieved through comprehensive briefings,
which included the purpose and scope and how grateful we were for their participation.
Participants were provided with clear information, allowing them to make an informed
decision about their involvement. Informed consent was obtained from each respondent,
ensuring they were aware of their rights and the nature of the study. We prioritized
maintaining the confidentiality and anonymity of all participants to protect their identities and
any sensitive data shared during the interviews. This included anonymizing data and securely
storing all recordings. Participants were reassured that their information would be solely used
for research purposes and would not be disclosed to unauthorized parties (Eriksson and
Kovalainen, 2008). Respondents were informed of their right to withdraw from the study at
any time without any consequences. This was crucial in building trust and creating a safe,
open, and honest communication environment. The ability to withdraw ensured that
individuals did not feel compelled to continue if they became uncomfortable at any point
during the study. We were well aware of the sensitivity of the topics discussed. According to
Bryman and Bell (2011), it is essential that research topics and questions do not cause
participants shame, distress, or humiliation. To this end, we carefully designed our interview
questions to be respectful and considerate of participants’ feelings, religious beliefs, and
feelings. This approach was instrumental in avoiding potential offense and ensuring a
respectful interaction throughout the interviews.
Building a sense of trust was central to our methodology. We encouraged participants to share
their experiences openly by fostering a respectful and supportive atmosphere. This trust was
crucial in obtaining genuine insights into their interactions with short videos and their impact
on their well-being. Throughout the study, we adhered strictly to ethical guidelines and
principles. This adherence was not only a procedural requirement but a fundamental aspect of
our research ethos. By maintaining high ethical standards, we ensured the integrity of our
study and the validity of our findings (Braun and Clarke, 2013). The emphasis on ethical
considerations was integral to the success and credibility of our research. By ensuring
informed consent, maintaining confidentiality and anonymity, respecting participants' rights
to withdraw, and being sensitive to the topics discussed, we upheld the highest ethical
standards. This approach enabled us to conduct meaningful and respectful research, providing
valuable insights while protecting the well-being and dignity of our participants. In our
research, we have adhered closely to the ethical guidelines established by Swedish law.
According to this legislation, formal ethical review is only required for research involving
physical or psychological interventions or that poses obvious risks to the participants. Since
10
our study does not involve such interventions or risks, a formal ethical review was not
necessary (etikprovningsmyndigheten, n.d.). Adolescents aged 16-18 are legally permitted to
consent to our research, provided they understand what the research entails for them. This
means our study, which involves interviews about their SMU, is legally acceptable without
additional ethical review, as participants can provide informed consent
(etikprovningsmyndigheten, n.d.).
3.5.Data Analysis
This study employed thematic analysis to explore qualitative data gathered from extensive
phenomenological interviews, aiming to uncover patterns and themes associated with SM
consumption and its consequences (Sandberg, 1994; 2000). Audio recordings of the
interviews were transcribed verbatim and subjected to thematic analysis to identify recurring
patterns and themes related to SM use and its impacts (Denzin and Lincoln, 2018). This
analytical approach facilitated a comprehensive examination of the data, yielding valuable
insights into the research question. Drawing inspiration from Sandberg's methodology and
incorporating insights from qualitative marketing research by Moisander and Valtonen
(2006), an iterative approach was adopted. Themes were refined through successive cycles of
coding and analysis. These themes were then contextualized within the study's research
objectives and theoretical frameworks, providing a deeper understanding of SM consumption
dynamics among young males in Sweden. The identified themes were critically compared
with existing literature, establishing a theoretical foundation and situating the findings within
broader scholarly discourse. To effectively communicate the depth of the data analysis, the
final themes and interpretations were woven into a cohesive narrative, complemented by
illustrative quotes from the interview transcripts.
3.6.Quality of Research
The research methodology used in this study included several significant aspects to ensure
that the research was credible, dependable, authentic, and reliable. Through interviews, it was
noticed that data saturation had been reached. Participants' answers became repetitive, and
the researcher established long-term engagement with participants to increase the study's
trustworthiness. This helped build a relationship and trust with the participants, which in turn
increased the credibility of the findings. To ensure reliability in this paper, the authors
addressed this by employing variation between the interviews held to enhance data reliability
and minimize bias (Sandbergh, 1997). Interpretative reliability is maintained through rigorous
coding and analysis methods to ensure transparency. Researchers' bias needs to be
acknowledged and mitigated through ongoing reflexivity. Hence, assumptions will be
actively challenged throughout the research process to prevent bias and promote openness to
alternative perspectives. By implementing a mindset of critical inquiry and receptivity to
differing viewpoints, the study aims to ensure a comprehensive and unbiased analysis of the
data (Sandbergh, 1997). After the conducted interviews participant feedback was sought and
integrated into the research analysis to validate interpretations and ensure that the voices of
the adolescents were accurately represented. This participatory approach enhanced the
richness and authenticity of the study findings (Sandbergh, 1997). By incorporating these
strategies, the study aims to uphold the reliability and credibility of the research outcomes,
shedding light on how FOMO is triggered and its influence on the daily experiences and
well-being of Swedish male adolescents amidst excessive short video consumption.
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4. Findings and analysis
4.1. FOMO, life experiences and well-being related to short video
consumption among 16-18 year old males in Sweden
Four interrelated themes were identified based on the nine in-depth phenomenological
interviews, illustrated in Table 2. The interviews yield several key themes FOMO serves as a
primary activator for engaging with short video platforms. The theme Anxiety-driven FOMO
delves into how adolescents turn to short video platforms for social connection and
validation, experiencing feelings of exclusion when not actively engaged due to FOMO.
Inadequacy, gratefulness, and inspirational explores adolescents emotional responses to short
video content, revealing a complex interplay between Ideal self VS Real self. The theme
social connection and belongingness sheds light on how adolescents utilize short videos as a
means of seeking stress relief, escaping from daily challenges, and finding comfort in the
digital real. Cognitive functioning impact of short video consumption theme uncovers the
cognitive effects of excessive short video use on young individuals, including difficulties in
attention, memory retention, and cognitive processing. These themes provide valuable insight
into the intricate dynamics of short video consumption and its implications for the well-being
of Swedish male adolescents.
Theme: Description: Quote:
Anxiety-driven FOMO Short video consumption “Nowadays it is more
Patterns about knowing what my
friends are doing in my
absence and if they are
having fun without me”
Inadequacy, Ideal self VS Real self “You start feeling
gratefulness, and grateful for the life you
inspirational have and begin to
realize that the
problems you're facing
are nothing compared
to theirs.
Social connection and Adolescents' Engagement “I use social media to
Belongingness with Short Video forget about daily life
Consumption and escape reality
because social
media offers a different
life and a different
style. Watching short,
funny videos on
Instagram
helps me escape my
problems and reality."
12
Cognitive functioning Impact of Short Video “I often catch myself
Consumption thinking, like, what was
it that I just watched,
especially on TikTok.”
Table 2. Description of Themes
4.2. Anxiety-driven FOMO
This theme delves into the complexities of short video consumption among adolescents,
focusing on the phenomena FOMO. We discovered that adolescents rely on short videos for
social connection and validation, often feeling excluded when not equipped with
smartphones. The habitual nature of short video consumption, activated by FOMO, highlights
patterns of addictive behavior, and adolescents spend significant time online to avoid missing
out on entertaining content (Tunc-Aksan and Akbay, 2019). Findings highlight the integral
role of short video consumption in adolescents' daily lives and raise concerns about its impact
on mental well-being and daily functioning. Within the framework of analyzing categories
such as FOMO, the researchers discerned a multitude of indicators suggesting that short
video consumption delves deeper than sole presence, evoking various emotional responses
(Chan et al., 2022). Respondents articulated apprehensions about potential exclusion from
their social circles, for instance, on occasions when they were not equipped with their
smartphones, which they perceived as essential for engaging with the videos shared among
peers (Jabeen et al., 2023). This sentiment underscores the intricate dynamics at play within
SM interactions, wherein the absence of digital connectivity can engender feelings of social
estrangement, disconnection, and belongingness (Chan et al., 2022). Findings showcased that
adolescents spend a significant amount of time staying online and being connected to SM in
fear of missing something fun. The respondents explained that the main reasons for SM usage
are to keep in touch with family and friends, follow the trends, read news, and watch funny
videos to make time pass faster. However, the focus has shifted, as explained by respondent
8: “Nowadays it is more about knowing what my friends are doing in my absence and if they
are having fun without me”
Researcher: Can you please describe how you’ve used your phone today? Which social
media platforms have you used?
Respondent 6: “I've used Snapchat, I have used Instagram, and TikTok so far. With TikTok,
it's mainly been out of boredom, just scrolling through and watching interesting videos to
gain some new information about what's happening in the world. It's similar to Instagram;
you just scroll through it to see what other people are up to. Then Snapchat was mostly for
sending snaps and keeping in touch with people”.
This habitual nature of short video consumption supports the idea of SM addiction, as
discussed by Andreassen et al. (2016), wherein individuals develop routines and rituals
around their smartphone usage. The study revealed considerable diversity in screen time
among respondents; nonetheless, the average duration dedicated to SM platforms ranged
13
from 6 to 14 hours per day, with notable escalations observed during weekends among a
significant proportion of participants. Hence, this statement is aligned with reports from
Folkhälsomyndigheten indicating that Swedish adolescents rank high in excessive SM
consumption, with these numbers notably increasing during weekends
(Folkhälsomyndigheten, 2018). These findings underscore the integral role of online
engagement as a pervasive component within the daily schedules of the majority of
respondents, highlighting its pronounced significance in contemporary lifestyles. The
adolescents described that their smartphone usage was primarily concentrated upon
awakening, before sleep, during school breaks, and whenever they encountered boredom or
antsiness. Respondent 6 clarifies this by stating, “If we were to imagine that I would attend
school without my phone, I would undoubtedly experience a sense of boredom, and a feeling
of I wonder what is happening or trendy online.” Another dimension highlighted by the
interviewees was the compulsion to stay engaged on short video platforms fueled by FOMO,
particularly regarding the potential for missing entertaining videos. This highlights the
reliance on smartphones and SM for social connection and validation, as explained
(Tunc-Aksan & Akbay, 2019). Further theory clarifies high screen time and constant urge to
be present online as patterns of addictive behavior; this indicates that adolescents may exhibit
symptoms of addiction, such as an inability to control their SMU (Andreassen and Pallesen,
2014).
Researcher: “Could you please describe a scenario where you felt it was too much with
social media?”
Respondent 2: “Mhm..there is this constant pressure to be online, like answering my friend's
messages immediately. Otherwise, some of them get frustrated, like what am I doing instead
of answering them, and it is overwhelming to keep up with everything. At the same time, if I
don't answer or look at my phone, it feels like I'm missing out on something.”
This behavior aligns with the concept of FOMO, as adolescents seek to constantly remain
connected and avoid the anxiety of missing out on social interactions or satisfactory content.
The FOMO highlights compulsive behaviors, leading adolescents to check their SM feeds
repeatedly. This behavior explains a form of addiction characterized by a persistent and
compulsive dependence on SM usage, especially in situations where individuals seek
distraction from boredom. FOMO-induced behaviors, such as compulsive phone checking,
are contributing to the broader discourse on digital addiction and its impact on mental
well-being and daily functioning (Alutaybi et al., 2020). Adolescents consistently expressed
heightened anxiety and an incessant urge to check SM to avoid missing out on updates from
their surroundings. This behavior strongly aligns with the FOMO theory, where individuals
experience anxiety and a fear of exclusion when they perceive others engaging in more
exciting activities (Chan et al., 2022; Jabeen et al., 2023). These findings are supported by
prior research stating that SM engagement tends to increase when FOMO is activated
(Clor-Proell et al., 2020). Consequently, this can be viewed as a motivating factor initially
driving adolescents to consume short videos.
4.3. Inadequacy, Gratefulness and Inspirational
4.3.1.Positive
This theme explores how adolescents respond emotionally to short video content on SM,
focusing on comparisons between the respondents' lives and those showcased in the videos.
14
A pattern that was not expected before conducting the interviews that was highlighted is
adolescents comparing their lifestyles and their perception of themselves in a positive
manner. The respondents described how the consumption of short videos featuring
influencers like Sampe V2 made them compare their own lives to the content (Choi, 2020).
Remarkably, instead of fostering feelings of not being enough or life dissatisfaction, some of
the respondents indicated a sense of motivation and inspiration by watching these videos.
Theory indicates how individuals actively select their preferred content to satisfy their
specific needs (Ozimek and Bierhoff, 2020). The findings resonate with aspects of UGT that
SM platforms serve as a source of gratification, offering opportunities for comparison and
inspiration (Siregar et al., 2023; Choi, 2020; Lee et al., 2022).
Researcher: Can you give an example of a video that has negatively affected your mood?
Let's take an example now. Samper V2. Have you ever felt that he lives a good life? Like
you've compared it to?
Respondent 5: Oh, absolutely. Sometimes, I watch his videos when he's on the beach. And he
eats good food. But it doesn't make me feel worse about myself. I've become a bit more... You
can feel that I get a little inspired. Feeling like if he can do it, then so can we. That's how it
can feel a bit. But absolutely, I understand that there are people who can feel that way.
Because it's easy to compare yourself to people on social media.
This phenomenon suggests that, for some adolescents, short video consumption can be used
as an aspirational tool to strive for personal growth. Theory suggests that individuals evaluate
themselves relative to others. According to prior studies on SCT, individuals strategically
select comparison targets to maintain a positive self-image (Festinger, 1954). In the context
of the findings, adolescents explained a positive comparison with influencers like Sampe V2.
This is aligned with the existing theory, which declares that individuals seek inspiration and
motivation from other individuals they admire (Festinger, 1954; Ozimek and Bierhoff, 2020).
4.3.2.Negative
Several participants described instances where they found themselves comparing their own
lives with videos showcasing war regions or individuals living in conflict zones. These
comparisons evoked feelings of empathy among the respondents as they reflected on their
stability of life compared to the individuals in these regions. Respondent 4 explains as
follows: “You start feeling grateful for the life you have and begin to realize that the
problems you're facing are nothing compared to theirs.” Consuming this type of content
endured by adolescents is a reminder of the privileges and freedoms they often take for
granted in their daily lives (Festinger, 1954). However, while such short videos may evoke
various emotions, feelings of distress, helplessness, and guilt can occur (Andreassen et al.,
2016; Boer et al., 2021).
Researcher: “Could you describe any specific content on social media that has created
positive or negative emotional responses from you?”
Respondent 2: In the context of Israel and Palestine, there is a significant proliferation of
such content on platforms such as Instagram and TikTok presently. The visibility of numerous
atrocities is prevalent. One experiences a sense of discomfort and moral unease upon
encountering such content. Nevertheless, it remains imperative to engage with it, as it
facilitates an understanding of ongoing events. This engagement serves to mitigate the risk of
15
encountering biased narratives that may obscure the stark realities of the situation. It is
beneficial, to a certain extent, to confront the brutal truth. However, excessive exposure to
such content can be overwhelming for me”.
Respondents 3 and 4 highlight the profound impact of short-form videos on their emotional
states and the heightened level of self-reflection that short video platforms cause. “It may
encompass trivial issues that I encounter in my daily routine, which pale in comparison to the
challenges faced by children and adults in their respective realities. This realization evokes a
sense of humility within me. Why should I complain about failing a business economics exam
last week when others risk their lives daily and find solace merely in their existence”
(Respondent 4). The theory states that SM platforms play a vital role in fulfilling diverse
gratification needs among individuals (Herzog, 1944). This means that when adolescents
consume this type of content, satisfaction occurs from gaining multiple perspectives by
evoking emotions of empathy and self-reflection (Festinger, 1954; Herzog, 1944). Therefore,
these findings corroborate previous study assertions and are consistent with theories
suggesting that SMU influences anxiety and social comparison among students (Lam et al.,
2022). This thematic exploration delves into how adolescents engage emotionally with short
videos on SM, particularly focusing on their comparisons between their own lives and those
depicted in the videos (Ozimek and Bierhoff, 2020; Siregar et al., 2023). Surprisingly,
adolescents exhibit positive and negative emotional responses, with certain videos inspiring
motivation and ambition rather than fostering feelings of inadequacy (Choi, 2020).
Conversely, participants also report negative emotions, especially when comparing their lives
to those depicted in conflict or war zones, leading to empathy. Despite evoking negative
emotions, such content enhances adolescents' self-reflection and cultivates a sense of
gratefulness (Andreassen et al., 2016; Boer et al., 2021; Festinger, 1954). These findings
provide a nuanced understanding of the outcomes of short video consumption and the
emotional experiences it provokes among adolescents.
4.4. Social connection and Belongingness
In our exploration, we embark on a profound theme: social connection and belongingness.
Within this theme, three distinct under-categories are discovered: seeking comfort, stress
relief, and escaping from responsibilities, emerging as vital points in this analysis, revealing
the multifaceted ways in which these adolescents engage with short video consumption to
navigate the intricacies of their daily lives.  During adolescence, a period rife with transitions
and existential ponderings, the pursuit of comfort becomes a paramount endeavor. Short
video consumption emerges as a beacon of stability and familiarity, providing adolescents
with a sanctuary from life's capricious nature (Baker and Algorta, 2016). Through the lens of
escapism, seeking solace in these videos can be understood as a subconscious endeavor to
cultivate a sense of security amidst the tumult of adolescence (Andreassen and Pallesen,
2014).
4.4.1.Seeking comfort
Respondents revealed insightful experiences regarding their engagement with short videos.
Examining the patterns and trends through the lens of seeking comfort, the findings declare
different perspectives on adolescents' daily well-being experiences. Our analysis indicates
that the respondents frequently consume short videos as a means of where other individuals
can relate to their problems (Boniel-Nissim et al., 2022). These findings underscore the
16
intricate nature of short videos and emphasize that adolescents view short videos as content
where they can relate to others experiencing similar challenges. The identified patterns
suggest that when engaging with short videos, adolescents satisfy their craving for social
connection, fostering a sense of belongingness, regardless of geographical location. Theory
indicates that SM platforms facilitate comparisons with others, which may enhance feelings
of inadequacy or stress (Festinger, 1954; Choi, 2020). Thus, adolescents may turn to
platforms like TikTok and Instagram to escape these negative emotions and problems.
Researcher: When you need a break or want to relax, do you find yourself turning to social
media? What are you watching on those occasions?
Respondent 8: "Yeah, it happens, definitely. It's usually when it's been a long day at school,
and I come home pretty tired and just lie down in bed or on the couch and pull out my phone.
Like yesterday, I was watching Gossip Girl, a TV series that I follow, and then I came across
behind-the-scenes videos from their shoots, with some fun facts and a few stories about the
actors."
Researcher: Do you usually do anything more than just watch the videos, for example, do
you comment, share the video, or do something else?
Respondent 8: "It depends a bit; it varies, but if we take the example of Gossip Girl, I don't
usually share the video. Instead, I mostly watch it for myself and scroll through the comments.
I often find myself recognizing my own thoughts in the comment section. It could be someone
mentioning, 'I dislike this character,' or 'This scene was so funny,' and then I can relate in a
way and smirk a bit.”
Our findings show that short video consumption has become part of adolescents' daily
routines. It is vital to implement interventions that foster healthy SM habits among
adolescents. Otherwise, the future generation might be exposed to multiple well-being
problems, such as depression and difficulties with social interactions (Boer et al., 2021). A
pervasive sense of negative emotions was linked to prolonged short video usage.
Respondents reported feeling more irritable, stressed, and anxious after spending extended
periods on short video platforms. However, this behavior was noticed post-consumption and
not during or before the consumption span. Therefore, this validates the assertion that
Swedish male adolescents express concerns about the time they spend on SM rather than
engaging in more productive activities (Folkhälsomyndigheten, 2018). As explained by
respondent 6, “While I'm watching videos, I don't think about much; I just scroll, and it's
usually after I put down my phone I realize that I've now wasted valuable time that I could
have spent on something else. which sometimes can affect my mood for the day and my
behavior towards my surrounding”. This emotional reaction became notably pronounced
when respondents encountered online content they deemed as "boring," lacking the
stimulation to hold their interest, prompting them to close the application.
Researcher: Y ou mentioned something about TikTok getting boring when you don't come
across any funny videos. Then, you can easily switch.
Respondent 7: Yes, exactly, and it's because I don't get enough entertainment, it gets kind of
boring. I usually give it ten videos in a row, so if there are ten bad videos in a row, then I
switch apps or close it and do something else.
17
Thus, these findings highlight patterns and behaviors indicative of unhealthy SM addiction
among adolescents. The rapid consumption of short videos in a fast-paced environment
suggests that adolescents switch platforms as soon as they encounter content they find
"boring," triggering the brain's reward system to release dopamine. Given that rapid
dopamine boosts can lead to addiction, the statements provided by respondents reflect a
negative manifestation of SM addiction, as outlined in previous research (Bulut, 2023; Macit
et al., 2018)
4.4.2.Stress relief
A significant theme that emerged was stress relief among participants through short video
consumption. The findings underscore diverse ways in which short videos play a pivotal role
in alleviating stress and anxiety. Participants expressed how humorous videos featuring other
individuals offered them a momentary reprieve from their concerns, enabling them to live in
the present and temporarily forget about everything else (Lee, 2017). By laughing and
constantly entertaining themselves, adolescents found themselves preoccupied, leading to the
fact that they did not reflect on their daily life challenges. This aspect contributes to the
rationale behind these youngsters' significant consumption of short videos (Festinger, 1954).
Researcher: Do you tend to your social media for relaxation or as a break from stress?
Respondent 7: "I Feel Relaxed, for sure. I do not understand how time goes by scrolling on
my phone. When I was a kid, I used to sleep to cope with stress and sadness. Now, I find
myself spending a lot of time on social media, which makes me forget about everything else."
Researcher: "Have you used social media to escape from daily life stressors?
Respondent 9: I use social media to forget about daily life and escape reality because social
media offers a different life and a different style. Watching short, funny videos on Instagram
helps me escape my problems and reality."
Hence, it is evident that adolescents employ short videos as a coping mechanism to distract
themselves from stressors, daily life challenges, and other difficulties encountered throughout
their day (Lee, 2017; Young et al., 2017).
4.4.3 Escaping from Responsibilities
The adolescents expressed numerous consequences associated with short video engagement
that influenced their daily lives. One prominent repercussion highlighted by the interviewees
was the endless scrolling impact on academic performance. Supported by the findings of
Andreassen and Pallesen (2014), adolescents' involvement in various short video activities
impedes their completion of more significant tasks. Respondents expressed concerns about
how excessive use of short video platforms led to distractions, hindering their ability to
concentrate on their studies effectively (Young et al., 2017). Respondent 4 described their
concerns: "I find it difficult to focus on my schoolwork when I'm constantly checking my
social media feeds." While theory declares the significant impact of notifications on academic
performance, this statement proves previous investigations of students redirecting their
attention toward short video activities instead of studying (Koessmeier and Büttner, 2021).
Researcher: Do you use social media as an escape from your daily life responsibilities?
18
Respondent 7: "I would say that. SM helps me forget everything else. For example, when I
am alone at home, I need to do things like laundry or something else, but I do not want to do
them. It helps me delay them. Am I not regretting it? Yes, I regret it, but it is happening
anyway."
The theory highlights that individuals tend to engage in other activities, such as SM, wherein
individuals seek relief from stress and anxiety (Andreassen et al., 2017; Young et al., 2017).
Lastly, adolescents find comfort in short videos, fostering social connection and
belongingness regardless of location. These types of content serve as a form of stress relief,
temporarily escaping daily life concerns. However, this reliance on short video consumption
can negatively impact academic performance (Andreassen et al., 2017). Our findings
underscore the profound influence of short video consumption on adolescents' experiences,
revealing a complex interplay between their digital habits and daily lives, contributing
valuable insights to understanding this dynamic (Lee, 2017).
4.5. Cognitive Functioning
4.5.1.Sleep disturbances
The detrimental effects of short videos on cognitive functioning emerged as a recurring
theme. Several respondents recounted instances where late-night scrolling through short
video platforms disrupted their sleep schedules, resulting in poor sleep quality and increased
fatigue during the day. Therefore, this assertion can contribute to the existing literature by
shedding light on one of the reasons for sleep deprivation (Hillman, 2012).  The respondents
indicated how short video content on platforms like TikTok and Instagram, with their
algorithms, often led to increased screen time before sleep and made it difficult to fall asleep
(Folkhälsomyndigheten, 2018). Hence, this underscores the notable impact of FOMO on
adolescents' sleep patterns, as evidenced by respondents who reported delaying sleep to
continue watching short videos on TikTok and Instagram (Brombach and Dietch, 2024).
Constant exposure to digital stimuli before bed affected their performance in school, social
interaction, mood upon awakening, and energy level in the morning.
"I often find myself staying up late on social media, and then I struggle to wake up in the
morning feeling refreshed" (Respondent 8).
Hence, this provides evidence and explains one cause for adolescents encountering numerous
challenges in maintaining consistent sleep schedules, exacerbating their sleep-wake cycles
and impacting their well-being (Hillman, 2012).
Researcher: Has it affected your sleep habits in any way? How do you feel about that?
Respondent 2: “I'm quite positive. Sure, it has. I've noticed that in the last two years, my
sleep patterns have changed quite significantly for the worse. Well, it's not healthy at all. I
know that myself. But it has still built some kind of sleep cycle now. Some days, I stay up
longer than others. And then I could feel it, especially during the first school lesson, that I am
tired. But I have also noticed, at least now, in high school. In my invalid absence in the
morning, I am always 10-15 minutes late for the first lesson, which I think is due to my
sleep.” Respondent 2
19
4.5.2.Attention and Focus
The findings paint a vivid picture of modern-day distractions as adolescents find themselves
immersed in a sea of stimuli. Whether they are preparing for exams, spending time with
friends, or simply enjoying a football match on TV, their digital devices beckons their
attention, often leading them to engage with platforms like TikTok or Instagram. Thus, these
statements are congruent with theories suggesting that SMU significantly impacts
adolescents' focus and attention (Przybylski et al., 2013). While these behaviors indicate an
involuntary and unconscious consumption of short videos, digital platforms exert immense
influence on adolescents' daily lives through the dopamine rush they produce (Bulut, 2023).
These attitudes can foster unhealthy behaviors, potentially indicating addiction tendencies,
and impact adolescents' overall well-being through the constant urge to reward the brain
system, akin to the effects observed in activities such as sex and gambling (Bulut, 2023).
Researcher: Could you please describe a scenario where you felt it was too much with social
media?
Respondent 9: Yeah, there have been times when I just feel like social media is too much,
you know? Like, I'll be trying to chill out and maybe play some video games or just hang out
with my family, but then my phone keeps blowing up with notifications from Instagram,
Snapchat, and all that. It's like, I can't escape it. One time, I remember I was trying to study
for a big test the next day, and I kept getting distracted by my phone. Every time it buzzed, I
felt this urge to check it, even though I knew I should be focusing on my work. It was so
frustrating because I really needed to concentrate, but it felt like social media was pulling me
away from what I needed to do. I think what gets to me the most is that feeling of always
needing to be connected. If I'm not checking my phone every five minutes, I might miss out on
something important or feel left out of what's going on with my friends. It's exhausting
sometimes, you know.
4.5.3.Memory loss
The respondents bring forth a fascinating phenomenon, "memory loss," describing their
struggles in recalling previously consumed content. As adolescents traverse the expansive
realm of digital content, encompassing platforms like TikTok and Instagram, the challenge of
remembering the specifics of their consumption grows increasingly pronounced. All of the
respondents were determined and described their experience regarding detachment from
reality and loss of memory retention due to mindless scrolling at different short video
channels. The participants elaborated on their apprehensions regarding the challenges of
recalling recently viewed content, indicating a potential impact on cognitive abilities. “I often
catch myself thinking, like, what was it that I just watched, especially on TikTok.”
(Respondent 5).
Researcher: Did you chat about any posts you saw with your friends or family members
today?
Respondent 9: No, I haven't. because I don't even remember anything. I know there is an
algorithm that chooses the content for me. I watched something I liked because it took around
two hours, but I am not sure exactly what I watched. I just remember one of them because it
was about Lebron James.
20
This assertion is fortified by the theory proposed by Sharifian and Zahodne (2021), which
underscores the adverse effects of short videos on memory. This correlation is aligned with
our findings regarding the phenomenon of "memory loss" among Swedish adolescents.
Previous research underscores the consequences of short video consumption on memory
retention, indicating that individuals who engage with short videos regularly exhibit poorer
performance on memory capability tests compared to minimal or non-users (Sharifan and
Zahodne, 2021). The research findings showcase various impacts of short videos on Swedish
adolescents, focusing mainly on sleep patterns, attention, and memory. Firstly, the study
discovered the influence of excessive short video consumption on the quality of sleep, with
respondents expressing how late-night scrolling disrupted their sleep cycle and prolonged
screen time before bedtime (Brombach and Dietch, 2024; Lodge and Harrison, 2019). This
underscores the relationship between short video consumption and cognitive functioning,
highlighting the pervasive influence of FOMO on adolescents’ daily life experiences. The
findings reveal how constant exposure to digital stimuli affects their academic performance,
social interactions, and overall well-being (Bulut, 2023). Secondly, the study emphasizes
attention and focus difficulties that adolescents face due to digital distractions, suggesting
potential addiction behavior (Bulut, 2023; Hillman, 2012). This theme provides valuable
insights into the complex dynamics between short video consumption and various aspects of
adolescents’ daily lives (Folkhälsomyndigheten, 2018; Statens medieråd, 2021; Regeringen,
2023).
5. Conclusion
5.1. Answering the research question
Our results clearly show that there are interrelationships between FOMO, escapism as a
motivator, social comparison as an outcome, cognitive functioning as an outcome, and how
FOMO serves as a driver for these phenomena (see Figure 1). This complex and multifaceted
relationship significantly influences adolescents' daily experiences and overall well-being
(Przybylski et al., 2013; Elhai et al., 2016). FOMO, characterized by the fear of being
excluded from social experiences or missing out on exciting content, serves as a powerful
motivator for adolescents' engagement with short videos. The constant need to stay connected
and fear of missing out on updates or trends drive adolescents to compulsively check their
devices, monitor notifications, and seek validation through online interactions (Alutaybi et
al., 2020; Andreassen et al., 2016). This behavior leads to addictive patterns of short video
consumption, significantly impacting their lives (Elhai et al., 2016). Escapism, the act of
seeking distraction or relief from daily life challenges, emerges as a coping mechanism for
adolescents. When faced with problems or feelings of inadequacy, they turn to platforms like
TikTok, YouTube Shorts, and Instagram as a means of escape (Young et al., 2017). Short
video consumption offers a temporary respite from reality, providing entertainment and a
different world to immerse in. This allure motivates adolescents to engage with short videos
to divert their attention from real-life challenges. Social comparison, the process of
evaluating oneself in relation to others, is prevalent on short video platforms where
adolescents showcase various versions of their lives (Festinger, 1954). Adolescents engage in
upward comparisons, feeling inadequate when comparing themselves to more successful
peers, or downward comparisons, creating a sense of gratefulness toward those perceived as
less fortunate. FOMO intensifies social comparison by fueling these emotions and driving
individuals to seek validation through online interactions, perpetuating a cycle of
self-awareness and dissatisfaction. The impact of excessive short video consumption on
21
cognitive functioning is significant. Our research highlights outcomes such as decreased
attention, memory loss, and sleep disturbance. FOMO-induced behaviors, like compulsive
checking of notifications and constant engagement with digital content, lead to cognitive
overload and reduced cognitive performance. Adolescents struggle to focus or retain
information due to the distractions associated with FOMO-driven short video use, affecting
their daily life experience and overall well-being. The interplay between FOMO, escapism,
social comparison, and cognitive functioning underscores the complex nature of adolescents’
engagement with short videos. By understanding these dynamics and their implications,
interventions can be developed to promote healthy digital habits, enhancing overall
well-being and facilitating better daily life experiences for adolescents (Alutaybi et al., 2020;
Andreassen et al., 2016).
Figure 1: Conceptual Model of Adolescent Short Video Consumption
5.2. Implications
5.2.1. Managerial implications
This study offers invaluable guidance to a range of stakeholders, including governmental
bodies, educational institutions, and policymakers, keen on grasping the profound impact of
short video consumption on adolescents' daily lives and overall well-being. With the
exponential growth of short-video platforms, it is imperative for policymakers, parents, and
educators to remain abreast of its implications for adolescents. By fostering a deeper
understanding of short-video consumption among adolescents, educational strategies and
interventions can be tailored to address its potential adverse effects, particularly concerning
FOMO and excessive consumption. By shedding light on the short-video consumption
behavior of young male adolescents, particularly on platforms like TikTok and Instagram,
this research lays the groundwork for targeted interventions and educational programs aimed
at raising awareness of its negative impacts. Incorporating digital literacy and mindfulness
practices into school curricula can equip students with the skills to navigate online
environments responsibly and cultivate healthier digital habits. Policymakers can leverage the
insights gleaned from this study to advocate for regulatory measures that promote responsible
short-video use among adolescents. This may include setting guidelines for screen time
limits, promoting digital well-being initiatives, and enforcing age-appropriate content
restrictions on platforms like TikTok and Instagram. Such measures can contribute to the
22
creation of a safer and more supportive online environment for young individuals. Teachers,
in collaboration with parents, play a crucial role in providing resources and guidance on
monitoring adolescents' online activities, fostering open communication about social media
use, and promoting healthy digital behaviors within the family context. Additionally,
businesses can demonstrate their commitment to promoting digital well-being and
responsible social media use by integrating corporate social responsibility initiatives that
support adolescent mental health and online safety. One innovative strategy that companies
can adopt involves implementing limitations based on physical activity levels before
accessing certain platforms. For instance, requiring individuals to achieve a set number of
steps before accessing short video platforms can encourage healthier habits and help
adolescents refocus their attention on other activities such as schoolwork, socializing with
friends, and completing chores. This approach enhances the positive dopamine rush
associated with physical activity while discouraging excessive screen time and fostering a
more balanced lifestyle.
5.2.2. Theoretical implications
This study contributes significantly to the existing literature by exploring FOMO and its
relationship with escapism, SCT, and cognitive functioning within adolescent short video
consumption. By examining these findings, the study enhances the current theoretical
understanding of how adolescents use short videos to compare themselves with peers and
influences, resulting in both positive inspiration and negative feelings of inadequacy. It
highlights the role of selective exposure in exacerbating social comparisons, thereby
deepening the understanding of how SCT influences self-perception and emotional
well-being in the digital age (Festinger, 1954; Van Yperen, Brenninkmeijer, and Buunk,
2006). Our research underscores the relevance of UGT in explaining adolescents’ motivations
for engaging with short video content on SM platforms as a means of seeking comfort, stress
relief, and escaping from daily stressors. By aligning these consumption patterns with the
gratifications derived from SMU, the study enhances the understanding of why adolescents
consume short videos (Herzog, 1944; Smock et al., 2011; Rajeswari, 2023; Scherr and Wang,
2021). The thesis also explores the implications of FOMO-induced behaviors on attention,
memory, and cognitive functioning among Swedish male adolescents, shedding light on how
excessive short video consumption can disrupt sleep patterns and lead to memory loss. This
analysis contributes to the broader understanding of how digital escapism and social
comparison affect cognitive processes in the context of SMU. Additionally, the study expands
the theoretical understanding of digital addiction and its psychological consequences on
adolescents' daily experiences and emotional well-being. It emphasizes the importance of
addressing the negative impacts of FOMO-driven behaviors on adolescents' overall
well-being. Our findings resonate with SCT, which posits that individuals evaluate
themselves based on comparisons with others, explaining how young males use short videos
to gauge their self-worth (Festinger, 1954). This paper elucidates why adolescents engage
with short video platforms and how these interactions impact their well-being and daily life
experiences, contributing to the existing theory of UGT (Herzog, 1944). Ultimately, this
study enriches the understanding of how short video consumption behaviors are influenced
by psychological processes and individual motivations, with FOMO being a primary driver of
excessive usage.
23
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APPENDIX
Concepts Interview Questions Reasoning
A)SM Usage 1 to 10 The following questions were
asked to provide information
about participants' SM usage
patterns.
B)The Significances of SM 11 to 19 These questions were asked to
understand the significance of
SM for participants.
C)Experience of SM 20 to 22 These questions were asked to
understand the experiences of
SM for participants.
D)SM after effects on 23 to 30 These questions were asked to
emotions understand participants reactions
to SM.
E)Background Questions 31 These questions asked to provide
information about participants
such as economic and marital
status of participants.
Table 3
A. Social media usage in recent days:
1-Can you tell me about how you've used your phone today? Which social media platforms?
For how long and how often?
2- What did you look at? What did you think about it?
3-How did you feel when you saw it?
4- Did you chat about what you saw? With whom?
5- What did they say?
6-How did you feel about what was discussed?
7-Can you tell me how you used your phone yesterday? Which social media platforms? For
how long and how often?
8-What did you look at? What did you think about it?
9-How did you feel when you saw it? Did you chat about what you saw? With whom?
10-What did they say? How did you feel about what was discussed?
B-The significance of Social Media:
11- Can you tell me about any specific media platforms/events on social media that made you
feel good or bad? Ask for each example they bring up.
12-How much time do you spend on social media each day roughly?
13-How does it feel when you've scrolled for xx hours in a day?
14-Do you notice any specific physical sensations or changes in your mood?
15-Does it affect your sleep patterns?
16-Can you give an example of when a post/video positively affected your mood? How did
you feel then? What do you think caused you to feel that way?
- Describe how social media affects who you are friends with.
17-Can you give an example of when posts led to making new friends? What happened then?
How did it feel?
18-Can you tell me about when posts led to you becoming unfriendly with someone? What
happened then? How did it feel?
19- Do you notice any difference between talking online and offline with friends?
C- Experiences with social media:
20- Is there anything about social media that you find difficult? What? How does it feel?
When do you notice it?
21 - Is there anything about social media that you think is really good? What? How does it
feel? When do you notice it?
22 - Some people feel pressure to look and do the same things as those who appear in
videos—how do you feel about that?
D. SM after effects on emotions:(Specific questions not covered above)
23- Could you share a specific instance when social media either helped alleviate or
exacerbated your anxiety?
24- Regarding social anxiety, do you observe a distinction between chatting online and
face-to-face conversations with friends?
25 - Share your experiences using social media as an escape from daily stressors.
26- Do you tend to turn to social media for relaxation or as a break from stress? Why or why
not?
27- Describe in detail how social media has impacted your self-esteem.
28- Can you give a specific example of a social media experience that either boosted or
lowered your self-esteem?
29- Have you ever taken a break from social media? If yes, did you notice any changes in
your self-perception during that time?
30- While scrolling through social media, do you ever feel pressured to meet certain
standards or expectations?
E- Background questions:
31- Age, school/class, interests, location, family situation (siblings, etc.), housing situation
(apartment/house), religion, parents' occupations.