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The Role of Social Media Use in University Students’ Social Identity: The Mediating Effect of Religious Teachings
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Mahin Keramatifard *1   , Narges Moradi |
| 1- , m.keramati@malayeru.ac.ir |
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Abstract: (33 Views) |
Objective: This study investigates the role of social media use in shaping the social identity of university students, with religious teachings as a mediating variable among students at Malayer University.
Method: The study is applied in terms of purpose and employs a correlational design using structural equation modeling. The statistical population consisted of 6,400 students enrolled at Malayer University during the 2024–2025 academic year. A stratified proportional sampling method was used to select a sample of 362 students. A total of 400 questionnaires were distributed, and 357 completed responses were analyzed. Data were collected using the Social Identity Questionnaire by Safariniya and Roshan (2011), the Religious Teachings Scale by Shoqi-Bana (2013), and the Social Media Impact Survey by Ipsos Institute (2024).
Findings: Social media use had a significant negative impact on social identity (β = -0.426, p < 0.01). Religious teachings had a significant positive effect on social identity (β = 0.305, p < 0.01). Moreover, religious teachings significantly mediated the relationship between social media use and social identity (β = 0.141, p < 0.01).
Conclusion: The findings indicate that religious teachings serve as a meaningful mediating variable in the relationship between social media use and social identity. Path analysis and Sobel testing confirmed that religious teachings not only mediate this relationship but also function as a moderating mechanism, influencing the extent to which social media affects social identity. These results underscore the importance of strengthening religious foundations as a key factor in preserving and enhancing social identity in the digital age. |
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| Keywords: Religious teachings, social identity, cyberspace. |
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Type of Study: Research |
Subject:
Special- quantitative
Received: 2025/06/2 | Revised: 2025/11/15 | Accepted: 2025/08/9 | ePublished ahead of print: 2025/11/15 | Published: 2025/08/11 | ePublished: 2025/08/11
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