Saint Louis College of San Fernando, La Union
UNDERSTANDING THE SELF
Christian David Brian M. Dayao, LPT, RPM
Midterms
UNPACKING THE SELF: DIGITAL SELF
Course learning outcomes:
1. Discuss the online identity and their “self” in cyberspace
2. Expound selective self-representation and impression management
3. Evaluate the impact of online interactions on the self
4. To determine the impact of digital self on the well-being of individuals.
1.1 Gen Z and smartphones
Since the dawn of the internet and the computer, the generation of millennials and that of gen
z’s have been well acquainted with the use of technology so much in their lifestyle that they
have been nicknamed as the digital natives. Since then, the development and progress of a
new extension of the self had started to immerge out of the rapidly changing and advancing
times.
Unlike in the 1990s where most millennials have only confided to the use of technology with
the computer and its basic to moderate functions, the generation z have incorporated and
exhausted into their lifestyle the revolutionary use of wireless technology – such as through
their smartphones, tablets, watches and other similar devices. The use of such devices have
expounded a world at their fingertips; thus, the need for a charging port, data signal or a
Wi-Fi connection has become evidently essential in day-to-day functioning among gen z’s
more than any other generation. Their average daily use of a phone hit estimates of 7 hours
and 7 minutes in 2019, to as high as 9 hours a day in 2024.
1.2 Online identity
The term “online identity” implies the distinction between how people present themselves
virtually and how they really are offline. The online extension of oneself is a representation
of a person based on how they wish to project themselves into digital platforms. Online
identity is the sum of your characteristics and interactions online; it shows a different side of
you or a different perspective of who you are depending on the platform you’re in. These
different representations of who you are, are called as partial identities that make up the sum
of who you are virtually (because none of them has the full or true picture of who you are).
Your virtual identity is not the same as your real-world identity because the characteristics
you represent online may differ to some or greater extent from the characteristics you have
in the physical world. Every website or application you use to interact with in the digital
world corresponds to a specific criterion of expressing oneself, and often, we customize our
digital identity to fit that external expectation. Thus, the result of this projection of oneself is
a mere representation of how you wish to be perceived in the digital sphere and may not
necessarily even reflect who you truly are.
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1.3 The Digital Self
● The emergence of the internet adds a new domain to “the self’ – the online life. The
online persona is what is generally called “the digital self.”
● The characteristics of the digital self are (Zhao, 2005):
a) Oriented inward – towards the thoughts and feelings, others cannot see the online
user’s overt attributes
b) Narrative in nature – online users will only come to know the person through what
that person tells them
c) Retractable – others are unable to link the online self-claims to the offline identities
d) Multipliable – people can interact with one another in different domains at any
given time
● Types of people we interact with online: people you do not know at all, people you
know online and offline, people you only know online
● The Post-Modern (now) identity is now characterized as fluid, multiple, socially
constructed, offering different roles in different settings. Different contexts make
different aspects of our identity more salient.
1.4 Self-Esteem and Digital Self
● Research suggests that young users report increase in self-esteem and general well-
being following instances of positive feedback on social networking cites
(Valkenburg, Peter and Schouten, 2006).
● Relatedly results from 2009 survey of college students indicate that the heaviest
Facebook users were most satisfied with their lives and exhibited greater social
engagement (Valenzuela, Park and Kee, 2009)
● Studies conducted show that within two years after people accessed the internet their
happiness levels decreased, and that social media has a small yet significant
detriment on overall well-being. This is because browsing social media sites alone
can lead to feelings of jealousy when we compare ourselves with others.
1.5 Self-Presentation
● “Any behavior intended to create, modify, or maintain an impression of ourselves in
the minds of others” (Brown, 1998)
● Refers to the process of people presenting themselves online in the manner that they
want to
● Research suggests that self-presentation tends to be superficial – interests are
disclosed online rather than beliefs and feelings (Attrill & Jalil, 2011). The offline
identity largely remains unrevealed or unverified
● People engage in self-presentation because it a) facilitates social interaction; b)
enables individuals to attain material and social rewards; c) helps people privately
construct desired identities
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Dramaturgy and Impression Management
● Sociologist Erving Goffman inspired the study of self-presentation with his keen
observations about how we stake out our identity in the public realm (Goffman, 1959,
1967). Goffman relied on naturalistic observations of how people behaved in public
settings.
● Goffman noticed how committed we are to preserving the self we want others to
accept. Such observations led Goffman to what has been called a dramaturgic
perspective on the social self.
● Social interaction can be thought of as a drama of self-presentation, in which we
attempt to create and maintain an impression of ourselves in the minds of others
(Baumeister, 1982; Brown, 1998; Goffman, 1959; Leary & Kowalski, 1990; Schlenker &
Leary, 1982)
● Social interactions are the stage on which we play out these kinds of claims,
regardless of how true they may be. Much like a play, the social drama of self-
presentation is highly collaborative. We depend on others to honor our desired
social identities, and others likewise depend on us to honor their dramaturgic claims.
Self monitoring
● Self-monitoring refers to the tendency to monitor one’s behavior to fit the demands of
the current situation. High self-monitors carefully scrutinize situations, and they shift
their self-presentation and behavior to fit the prevailing context.
● High self-monitors, are like actors, changing their behavior according to the present
people and situation.
● Low self- monitors are more likely to behave according to their own traits and
preferences, regardless of the social context. This suggests admirable candor and
honesty.
● However, in one study, patients in a psychiatric hospital scored low on a self-
monitoring scale, and these findings are consistent with Goffman’s early observations
and his theory that effective social functioning requires participation in some degree
of strategic self- presentation (Snyder, 1974).
Impression management
● Refers to the attempt to control or influence people’s perceptions. Two types of
motives: a) instrumental – the motive is to gain rewards and increase one’s self-
esteem; b) Expressive – the motive is to be in control of one’s personal behavior and
identity
● “People’s use of various strategies to get other people to view them in a positive
light.” (Erving Goffman)
● Impression management strategies (Rosenfeld et al, 1995):
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Self-promotion trying to persuade others that you are competent
Ingratiation trying to win the approval or acceptance of others, trying to get
people to like you
Exemplification trying to get others to regard you as a morally respectable
individual; involves a strategic self-sacrifice
Intimidation showing off authority, power, ore the potential to punish in
order to be seen by observers as someone who could be
dangerous
Supplication The individual exploits his weaknesses or shortcomings to
receive help or benefits
Most common reason for trying out different personas (Stone, 1996 and Hemetsburger,
2005) are:
1. We want to meet the expectation of others: research shows over 50% of women would edit
their social media photos to look better and meet the expectations that the media and
magazines have set - We want to boost our self-esteem: people upload photos and statuses
online that they feel will receive ‘likes’ and positive feedback in which ultimately helps their
egos.
2. To feel a sense of belonging: Some of us want to fit in with the crowd and upload things
that are ‘down with the trend’ - for instance, who notices the amount of people posting
pictures of their food increasing? It didn’t come from nowhere.
3. Bigger sense of freedom: Unlike real life, digital platforms allow us to express ourselves in
any way we want to without anyone there to physically judge us.
4. Striving to be our ideal selves: Digital Apps, such as Facetune, that allow us to improve our
appearances on photos (through teeth whitening, skin smoothing and body shape editing)
helps consumers to express as their ‘ideal’ self online and inevitably feel better about
themselves.
1.6 Emerging Mental Health Concerns about Social Media Usage
1. Cyberbullying is defined as aggressive and repetitive acts meant to hurt someone and
involves an imbalance of power inflicted through electronic media. According to one study,
20–40% of adolescents report having been victims of cyberbullying.
2. Internet Addiction. Internet addiction is defined as uncontrollable use of the Internet that
results in excessive time consumption or social dysfunction. Internet addiction has a similar
pathology to other addictions, which results in interpersonal, family, and social problems. In
adolescents, internet addiction has been linked to depression, self-injurious behaviors,
sleep disturbances, increased alcohol and tobacco use, and obesity. Additionally, studies
have found microstructural changes in the brains of adolescents with internet addiction,
including a decrease in gray matter volume and alterations in neurotransmitters.
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Furthermore, deprivation of gadgets and connection to the internet causes withdrawal
symptoms almost similar to that of people recovering from drug or alcohol use.
3. Sleep Deprivation. Higher rates of depression, suicidal ideation, obesity, and poorer
school performance have been demonstrated in sleep-deprived adolescents, especially in
those getting 6 hours or fewer of sleep per night. In addition to distraction and less sleep
because of time spent on social media, the electronic devices themselves may be
contributing to poor sleep quality in adolescents. Studies have shown that the light emitted
from most electronic screens can disrupt circadian rhythms by delaying the release of
melatonin, resulting in sleep disturbances.
4. Digital Footprint. The term “digital footprint” refers to the data left behind by users of
electronic media. This ongoing record of web sites visited, pictures and videos posted, and
personal information shared online cannot be removed and can lead to long-term
implications if inappropriate information is shared. Adolescents and young adults need to
be aware of the information recorded in cyberspace because colleges and employers
increasingly are looking at a candidate’s digital footprint when considering college and job
applications.
5. Pornography. Exposure to pornographic material on the Internet is common, with 70% of
adolescents aged 15–17 years reporting accidental exposure and 72% of college students
reporting exposure before age 18 years. In the height of the pandemic, many teenagers
have resorted into selling and buying personal or amateur pornographic material through
varying websites and applications. Such exchanges are continually occurring in the digital
world of “alternative selves” wherein a different and rather liberalized persona of a person
is projected in clandestine fashion.
6. Sexting. A trend of sexualized text communication (referred to as “sexting”) has
emerged. Sexting is the act of sending sexually explicit messages or suggestive images by
cell phone. One adverse outcome of sexting is the potential for inadvertent public
dissemination of sexual images. This had later turned into the use of videocalls as a means of
sharing real time explicit material between two parties or more.
7. Internet Dating. Internet dating has been used by adolescents as a way to explore new
relationships. Many web sites are specifically designed for adolescent dating have been
created. Although many of these sites warn against sharing personal information, this advice
often is ignored. The internet allows adolescents to explore sexual interest with anonymity,
perceived safety, and hidden identity. This anonymity can embolden adolescents to engage
in language and actions they might not comfortably engage in during face-to-face
encounters. Adolescents who have participated in online dating have been shown to have an
increased risk of STIs and high-risk sexual behaviors. In addition, dating related violence
has been associated with Internet dating in adolescents.
8. Ghosting. The abrupt cessation of communication by one party to another without proper
courtesy with regards the termination of connection. This has left individuals feeling
separation anxiety, lowered self-esteem, sometimes triggering pursuing behaviors, or
speed date from one person to the next to cope with their emotional injury. The lack of
emotional intelligence by individuals who practice ghosting leaves microtraumas to the
receiver, often at the expense of their own peace and well-being. Repeatedly being ghosted
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can lead to trust-issues that make a person protect themselves through self-isolation, or even
by becoming the one who inflicts the ghosting themselves.
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