Abstract
Background: The rapid expansion of social media use among youth and adolescents has raised growing concerns about its psychological and social consequences. Media literacy is increasingly recognized as a protective factor that can mitigate these risks. This exploratory study aimed to develop a conceptual and explanatory model that describes the factors influencing the mental health of youth and adolescents in relation to media literacy.
Methods: A qualitative grounded theory approach was employed. Data were collected through semi-structured interviews with 15 experts in psychology, education, and media. Data were analyzed using MaxQDA 2020. Open, axial, and selective coding techniques were applied until theoretical saturation was reached.
Results: The analysis yielded a descriptive model identifying low media literacy as a central causal factor linked to adverse outcomes such as anxiety, depression, social isolation, and media addiction. The model delineates causal conditions (e.g., harmful content, addictive design), contextual conditions (e.g., identity exploration, performative behaviors), and intervening conditions (e.g., parental mediation). It is intended to inform key stakeholders, including educators, curriculum developers, parents, and designers of preventive mental health programs.
Conclusion: This study provides a conceptual framework for understanding how media literacy interacts with adolescent mental health. The model is explanatory and has not been tested for efficacy; its primary value is in mapping the terrain for future intervention. It explicitly offers a foundation for designing school-based health education, parent guidance initiatives, and preventive mental health promotions by clarifying the mechanisms and key leverage points for potential action. Further research should test specific interventions derived from this model in diverse cultural and educational settings.