The Mirror’s Trap: Mindful Awareness as a Mediator Between Social Appearance Anxiety and Social Media Addiction in Adolescents

The Mirror’s Trap: Mindful Awareness as a Mediator Between Social Appearance Anxiety and Social Media Addiction in Adolescents | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Mirror’s Trap: Mindful Awareness as a Mediator Between Social Appearance Anxiety and Social Media Addiction in Adolescents Suheyla Yurt, Şeyma Laloğlu, Nurgül Karakurt, Sibel Asi Karakaş This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8554764/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Adolescence is a critical period for identity formation and social development, and social media can shape appearance perceptions and social acceptance. Social appearance anxiety may increase vulnerability to social media addiction, whereas mindful awareness may buffer this risk. This study tested mindful awareness as a mediator between social appearance anxiety and social media addiction in adolescents. The sample comprised 382 volunteer secondary school students in eastern Türkiye during the 2024–2025 academic year. Participants completed standardized measures of social appearance anxiety, mindful awareness, and social media addiction. Data were analyzed with SPSS 27.0 and PROCESS Macro Model 4 (p < .05). Social appearance anxiety was positively related to social media addiction and negatively related to mindful awareness; mindful awareness was also negatively related to addiction. Mediation results indicated partial mediation, suggesting mindfulness-based interventions may reduce appearance anxiety and promote healthier social media use. These findings highlight mindful awareness as a target for prevention. Mindful awareness adolescents social appearance anxiety social media addiction Figures Figure 1 1. INTRODUCTION Adolescence is a developmental stage that forms the foundation of the transition to adulthood, where individuals experience various physical, emotional, and social transformations. During this period, establishing identity, asserting themselves, and being accepted by peers become priorities for adolescents [ 1 , 2 ]. Being accepted by peers is an important need for adolescents, and social media provides a seamless interaction environment to meet this need [ 3 , 4 ]. Social media use occurs when individuals choose various online platforms to establish, maintain, and communicate social relationships through digital environments Studies show that the vast majority of adolescents actively use social media platforms and spend extensive time on these platforms. This leads to adolescents being considered an at-risk group for internet and social media addiction [ 5 , 6 ]. For this reason, increased social media and internet use during adolescence causes individuals to focus more on their physical changes. This leads to an impact on body image and increased sensitivity to appearance [ 7 ]. Social media content reinforces ideal body perceptions in line with gender norms. Women’s bodies are often given as thin, while men’s bodies are given as muscular, creating expectations of beauty [ 8 ]. Such representations can pave the way for the development of body dissatisfaction and social appearance anxiety, especially during adolescence [ 7 , 9 ]. Social appearance anxiety is defined as the development of negative thoughts about one’s appearance and the anxiety about how others will evaluate them [ 10 ]. This anxiety encompasses physical characteristics, e.g., facial shape, nose structure, eye structure, and skin tone, as well as elements associated with body image (height, weight, and muscle mass) and might lead to persistent negative emotions such as anxiety, distress, fear, and dissatisfaction [ 11 ]. Especially during adolescence, individuals develop beliefs that the more attention they receive physically, the more they will be accepted in their social circles, which constitutes a significant dimension in this anxiety [ 12 ]. A meta-analysis reported the negative effects of social media platforms on users’ social appearance anxiety [ 13 ]. Another study conducted with high school students found that social media use and engagement with online content were the primary factors contributing to appearance anxiety[ 14 ]. Also, Turkish adolescents who were anxious about their appearance had higher levels of problematic social media use [ 15 ]. Recent studies report that Mindful Awareness may play important mediating roles in explaining the relationship between social media use and social appearance anxiety [ 16 , 17 ]. Mindful Awareness refers to an individual’s capacity to consciously and non-judgmentally focus their attention on the present moment [ 18 ]. Research show that individuals with high levels of Mindful Awareness tend to make less automatic comparisons and are less likely to get caught up in negative thought cycles during social media interactions [ 19 ]. Similarly, a study conducted with university students examined the effects of Mindful Awareness on social media addiction and appearance anxiety, and found that Mindful Awareness played a moderating role in this relationship [ 17 ]. These results suggest that Mindful Awareness may function as a mediating mechanism by regulating an individual’s need for external approval and appearance-focused self-evaluations. The data from the literature provide an important framework for psychiatric nursing practice. Psychiatric nurses are responsible for assessing individuals’ psychosocial needs, creating individualized care plans to support mental health, and implementing effective interventions in these processes. Especially in today’s world, where social media-related anxiety and stress levels are increasing in young people, psychiatric nurses can support individuals’ coping skills using Mindful Awareness-based approaches and provide psychoeducation and counseling services to reduce appearance anxiety [ 20 ] The results are expected to contribute to Mindful Awareness-based approaches that can be used in the intervention and counseling processes of psychiatric nurses, particularly those working with adolescents and young adults. 2. MATERIALS AND METHODS 2.1 Purpose Our purpose was to examine the mediating role of Mindful Awareness in the relationship between social appearance anxiety and social media addiction in adolescents. The study questions were as follows. What is the level of social appearance anxiety in adolescents? What is the level of social media addiction in adolescents? What is the level of mindful awareness in adolescents? Is there a correlation between social appearance anxiety, social media addiction, and Mindful Awareness variables in adolescents? Does mindful awareness serve as a mediation factor in the correlation between social appearance anxiety and social media addiction among adolescents? 2.2 Study Design The study had a descriptive, correlational (cross-sectional) design. 2.3 Study Population and Sample The population consisted of 16.209 secondary school students enrolled in secondary schools in a city center in eastern Turkey during the spring semester of the 2024-2025 academic year. A total of 382 students who volunteered to participate in the study and fully completed the data collection form were included in the sample . The known-universe sampling method was used to determine the sample size, and the analysis determined that at least 382 students needed to be reached with a 95% confidence level and a 5% margin of error. A systematic approach was followed in sample selection. First, the total number of students enrolled in secondary schools affiliated with the Provincial Directorate of National Education was determined, and then a representative student group was reached. 2.3.1 Inclusion Criteria Receiving education in the relevant secondary education institution Having no obstacles to communication Informed consent from families 2.3.2 Exclusion Criteria Not agreeing to participate in the study Having a condition that prevents communication Experiencing any physical or mental problems during the study process Desire to leave the study while answering survey questions 2.4 Data Collection Tools Data were collected with four self-report scales (Sociodemographic Data Form, Social Appearance Anxiety Scale (SAAS), Social Media Addiction Scale (SMAS), Mindful Awareness Scale - Adolescent Form (MAS). 2.4.1 Sociodemographic Data Form The sociodemographic form included characteristics such as students’ gender, age, type of high school, family income, and parental education level. Participants were also asked about the frequency and purpose of their social media use. 2.4.2 Social Appearance Anxiety Scale (SAAS) Developed by Hart et al. in 2008 and adapted into Turkish by Doğan et al. in 2010, the Social Appearance Anxiety Scale (SAAS) measures individuals’ anxiety about their appearance. The scale consists of 16 items on a 5-point Likert-type scale. Total scores range from 16 to 80, with higher scores indicating higher levels of anxiety. The scale’s Cronbach’s alpha coefficient was .93, and in this study, it was .94 [21]. 2.4.3 Social Media Addiction Scale (SMAS) Developed by Canbolat, Özgenel, and Ekşi in 2019, the scale has a single-factor structure with nine items and a 5-point Likert-type scale. Higher scores indicate greater social media addiction. The Cronbach's alpha coefficient for the scale was determined to be .90 during the development phase and .86 in this study [22]. 2.4.4 Mindful Awareness Scale-Adolescent Form (MAS) Developed by Brown and Ryan in 2003 and adapted into Turkish by Özyeşil et al. in 2011, the scale consists of 15 items on a 6-point Likert-type scale. Total scores range between 0 and 90, with higher scores indicating increased mindful awareness. The Cronbach’s alpha coefficient for the scale was 0.80, and it was 0.86 in this study [23]. 2.5 Data Collection The data were collected with face-to-face surveys between April and June 2025. The purpose of the study was explained to participants, and their voluntary consent was obtained. Completing the surveys took approximately 15–20 minutes. 2.6 Data Analysis The data were analyzed using SPSS 27.0 program and PROCESS Macro Model 4. Descriptive statistics, including percentages, means, and standard deviations, were employed. First, the assumptions regarding the regression analysis were tested. Z scores between −3 and +3 indicate that there are no outliers in the data set [24]. Skewness and kurtosis coefficients within ±2 and the non-significance of the Kolmogorov-Smirnov Test showed that the data were normally distributed [25]. The independence of the error terms was confirmed by the Durbin-Watson Coefficient (1.794), and the VIF (1.254) and tolerance (0.797) values indicated that there was no multicollinearity problem [26]. After the assumptions were met, the relationships between the variables were examined using Pearson correlation analysis, followed by regression-based mediation analysis. To assess the significance of indirect, direct, and total effects, 10.000 bootstrap samples were applied, and 95% confidence intervals were calculated. Preacher and Hayes (2008) recommended using the bootstrap method to evaluate and compare indirect effects across multiple mediation models. The absence of zero in the confidence interval indicates that the indirect effect is significant [27]. In the analyses, the total scores of the SAAS, SMAS, and MAS were included in the model as dependent variables, and the descriptive characteristics of the participants were included as independent variables. Dummy variables were created for categorical independent variables, and the significance level was set at p < 0.05. 2.7 Ethical Approval and Informed Consent The study was approved by the XX- University Non-Interventional Research Ethics Committee (Approval No: 101, Date: 28.02.2025) Also, the necessary institutional permits were obtained from the relevant Provincial Directorate of National Education (MEB.TT.2025.021235.01). All participants and their parents were informed about the study, informed consent forms were obtained from both the participants and their parents, and the data were collected anonymously and used only for scientific purposes. 3. RESULTS Table 3.1. Frequency and percentage distribution of participants Variables Details Frequency Percentage Sex Female 281 73.4 Male 102 26.6 Grades 9 68 17.8 10 87 22.7 11 101 26.4 12 127 33.2 High School Types Anatolian High School 125 32.6 Anatolian Health Vocational High School 51 13.3 Science High School 61 15.9 Imam Hatip High School 39 10.2 Vocational High School 107 27.9 Income Status Low 65 17.0 Middle 297 77.5 High 21 5.5 Family type Nuclear family 284 74.2 extended family 99 25.8 Family status Mother and Father Separated 15 3.9 Mother and Father Together 353 92.2 Mother’s Death 7 1.8 Father’s Death 8 2.1 Mother’s Education Level Illiterate 105 27.4 Primary school graduate 128 33.4 Secondary school graduate 70 18.3 High school graduate 51 13.3 University and above 29 7.6 Father’s Education Level Illiterate 22 5.7 Primary school graduate 99 25.8 Secondary school graduate 89 23.2 High school graduate 98 25.6 University and above 75 19.6 Amount of Time Spent Daily on Social Media Less than 1 hour 56 14.6 1-2 hours 147 38.4 3-5 hours 152 39.7 More than 6 hours 28 7.3 Purpose of Internet Use Chatting 54 14.1 Listening to Movies/Music 61 15.9 Surfing the Internet 171 44.6 Playing games 9 2.3 Preparing homework 48 12.5 Social Networks 35 9.1 All 5 1.3 The age range of the study participants was between 14.00 and 18.00, and the mean age was calculated as 16.25 ± 1.20. The majority of the participants were female (73.4%), in terms of family type they had a nuclear family (74.2%), in terms of family status they had parents together (92.2%), in terms of mother’s education level they were primary school graduates (33.4%), in terms of father’s education level they were also primary school graduates (25.8%), in terms of middle level income (77.5%), in terms of grade level they were twelfth grade (33.2%), in terms of high school type they were Anatolian high school (32.6%), in terms of the purpose of using the Internet they surf the Internet (44.6%), and in terms of the amount of time they spent daily on social media 3-5 hours (39.7%). The distributions of social media usage are shown in Table 1. Table 3.2. Means, standard deviations, skewness, and kurtosis values of the Social Appearance Anxiety, Social Media Addiction, and Mindful Awareness levels of the individuals participating in the study Scale Name Mean Standard Deviation Skewness Kurtosis Social Appearance Anxiety Scale 38.85 15.07 0.576 -0.355 Social Media Addiction Scale 21.32 7.48 0.538 -0.001 Mindful Awareness Scale 53.66 13.55 0.129 -0.084 Notes: ***p < .001 Participants’ mean, standard deviation, skewness, and kurtosis values for the Social Appearance Anxiety Scale, Social Media Addiction Scale, and Mindful Awareness Scale are given in Table 2. Table 3.3. Relationships between Social Appearance Anxiety, Social Media Addiction, and Mindful Awareness variables of individuals participating in the study Variables 1 2 3 1. Social Appearance Anxiety 1 2. Social Media Addiction 0.388 *** 1 3. Mindful Awareness -0.450 *** -0.413 *** 1 Notes: ***p < .001 The descriptive analysis results of the levels of social appearance anxiety, social media addiction, and Mindful Awareness variables, and the relationships between these variables, were examined using Pearson Correlation Analysis. The results are given in Table 3. Positive and statistically significant relationships were detected between Social Appearance Anxiety (SAA) and Social Media Addiction (SMA) (r = 0.388, p <.001) and there were negative and statistically significant relationships between Mindful Awareness and SAA (r = -0.450, p <.001) and SMA (r = -0.413, p <.001). The Mediating Role between SAA, SMA, and Mindful Awareness Variables The Non-parametric Bootstrap Technique was used to test the hypotheses to produce datasets bigger than the existing sample (n = 382). The Bootstrap Technique enabled resampling, allowing analysis on 10,000 samples within a 95% CI (Table 4). Table 3.4. Mediation analysis results Direct effects B SE β t p SAA àMindful Awareness -0.405 0.041 -0.450 -9,846 < .001 Mindful Awareness àSMA -0.165 0.028 -0.299 -5,910 < .001 Total effect of SAA 0.192 0.023 0.387 8,210 < .001 Direct effect of SAA 0.125 0.025 0.252 4,987 < .001 Bootstrap results for indirect effects Effect SE Lower CI Upper CI SAA àcognitive flexibility à SMA 0.134 0.031 0.075 0.199 Note: Statistical significance is indicated in bold. CI = 95% percentile bootstrap confidence interval. Bootstrap analysis was validated with 10.000 bootstrap samples. In the mediation analysis, it was found that SAA negatively and significantly predicted Mindful Awareness ( β = -0.450, p < .001). In addition, the effect of Mindful Awareness on SMA ( β = -0.299, p < .001) was also determined to be negative and significant. In addition, it was observed that both the total effect ( β = 0.384, p < .001) and the direct effect ( β = 0.252, p < .001) of SAA on SMA were positive and significant. When the indirect effect of the study was examined, the indirect effect of Mindful Awareness on the relationship between SAA and SMA was also found to be positive and significant ( β = 0.134, SE = .031, 95% CI = [0.075, 0.199]). When Mindful Awareness was included in the relationship between SAA and SMA, the study found that the direct effect of SAA on SMA was significant. This phenomenon is referred to in the literature as partial mediation. In other words, it can be said that some of the effect of SAA on SMA is direct, while some is indirectly mediated through Mindful Awareness. The resulting model is given in Figure 1. 4. DISCUSSION The mean SAA Scale score of the adolescents participating in the study was determined to be 38.85, indicating a moderate level (Table 2). Studies conducted with adolescents have identified moderate levels of SAA [ 4 , 8 , 28 , 29 ]. In this context, the results are consistent with the literature. Considering that adolescence is particularly sensitive to physical changes, it is significant that SAA becomes more pronounced during this period. Related studies reveal that adolescents are highly sensitive to social evaluations of their physical appearance, indicating that this anxiety might be influenced by cultural, physical, and social factors. SMA is a growing problem among young adults and adolescents in recent years. Various studies are being conducted in different countries to understand the impact of cultural, technological, and individual factors on this addiction. A recent meta-analysis covering 63 independent samples from 32 countries found that the prevalence of SMA ranges from 0% to 10%, and in some countries it has reached as high as 25% [ 30 ]. The mean SMA score of the adolescents participating in the study was found to be 21.32, and this value indicates that the level of SMA is moderate. (Table 2) Other studies conducted with adolescents have also determined that SMA is moderate [ 31 – 35 ]. Similarly, a study conducted with adolescents aged 12–18 found that the level of SMA was moderate. In line with this result, the importance of awareness-raising training and counseling initiatives by nurses to support adolescent health was emphasized [ 36 ]. On the other hand, one study has reported that the level of SMA is low [ 37 ]. These differences are considered to be because of changes in research methods, sample characteristics, data collection times, or social media usage habits. The results of the current study align with the majority of results in the literature and indicate that adolescents are a group that deserves careful monitoring regarding their social media use. The mean Mindful Awareness Scale score of the adolescents participating in the study was 53.66 (Table 2) This score, considering the general score range of the scale, indicates that the participants’ mindful awareness levels are at a moderate level. Studies in the literature report that Mindful Awareness levels are mostly at a moderate level [ 38 – 40 ]. These results are similar to the results in the current study. On the other hand, some studies with adolescents have reported higher Mindful Awareness levels [ 41 , 42 ]. These differences might have occurred because of factors such as cultural characteristics, individual Mindful Awareness levels, and previous participation in Mindful Awareness-based training. The study also found a significant and positive correlation between SAA and SMA (Table 3) (r = .388, p < .001). This result indicates that as the duration of social media use increases, individuals’ concerns about their appearance also increase. Various studies have reported that an increase in SMA significantly increases SAA [ 31 , 43 ]. Similarly, it has been revealed that social media feeds this anxiety by increasing appearance-based evaluations [ 44 ]. Also, it has been stated that there is a bidirectional interaction between SAA and SMA, and that the two variables mutually influence each other [ 14 ]. Constant exposure to idealized body images, especially in social media environments, triggers social comparisons in individuals and increases the level of dissatisfaction with appearance. Right at this point, the level of mindful awareness stands out as an important variable that can balance these negative effects. The results also revealed a negative and statistically significant correlation between Mindful Awareness level and SAA (Table 3) (r = -0.450, p < .001). This result suggests that as individuals’ level of Mindful Awareness increases, their anxiety about their social appearance decreases. Indeed, recent research supports this conclusion. Various studies in the literature have shown that Mindful Awareness-based approaches, in particular, reduce body image and appearance anxiety. To illustrate, in their experimental study, It has been demonstrated that a self-compassion intervention, one of the short-term Mindful Awareness-based approaches implemented before appearance-focused social media use, was effective in reducing negative thoughts about body image [ 45 ]. In addition, it has been shown that Mindful Awareness is causally associated with eating disorders and body image problems, that this correlation has a moderate effect size, and that it operates largely independently of demographic variables. Furthermore, it has been demonstrated that self-compassion plays a role in supporting a positive body image against SAA and idealized body norms [ 46 , 47 ].In this context, increased levels of Mindful Awareness contribute to individuals becoming more resilient to societal appearance expectations and developing a more positive attitude toward their bodies [ 48 ]. On the other hand, a negative and statistically significant correlation was detected between Mindful Awareness and SMA (Table 3) (r = − 0.413, p < .001). This result shows that as individuals’ Mindful Awareness levels increase, their addictive tendencies towards social media use decrease. This is also consistent with recent studies. To illustrate, in a study with adolescents, it was emphasized that individuals with high levels of Mindful Awareness have more critical, conscious, and controlled attitudes towards social media [ 49 ]. Similarly, in a study conducted with university students, it was reported that increasing Mindful Awareness levels has a significant reducing effect on SMA [ 50 ]. In a recent experimental study conducted in Asia, it was reported that Mindful Awareness-based practices strengthened individuals’ defense mechanisms against social media pressure, thereby reducing the risk of addiction [ 51 ]. In line with these integrated results, it is concluded that increasing the level of awareness helps individuals set healthier limits in digital media use by improving their emotion regulation, attention control and internal awareness skills [ 52 ]. In the Mediation Analysis in which these correlations were structurally tested, SAA was found to significantly and negatively predict the level of Mindful Awareness. (Table 4) In other words, as appearance anxiety increases, individuals’ Mindful Awareness levels decrease. Similarly, Mindful Awareness was found to have a significant and mitigating effect on SMA, which suggests that individuals with high levels of Mindful Awareness have lower addictive tendencies towards social media use. Also, the total and direct effects of SAA on SMA were found to be positive and significant. In other words, individuals with high appearance anxiety also exhibit higher levels of SMA. When the indirect effect was examined, it was observed that some of the effect of SAA on SMA was indirectly mediated through Mindful Awareness (β = 0.134, SE = .031, 95% CI = [0.075, 0.199]). These results indicate that Mindful Awareness plays a partial mediating role in this correlation. In other words, SAA affects SMA both directly and indirectly through Mindful Awareness. 4.1. Limitations and Future Studies Although the findings of this study offer important insights into the correlations among adolescents' SAA, SMA, and mindfulness, they also present some limitations. Firstly, the cross-sectional design of the data collection limits the ability to identify causal correlations between variables. Future longitudinal studies could more robustly demonstrate the evolution of these correlations over time and potential causal connections. Secondly, the data relied on participant self-reports. Self-report measures can introduce biases such as social desirability and response biases, which can lead to misleading results, particularly when measuring personal and sensitive concepts such as SAA and social media use. The addition of qualitative data collection methods or multi-source measures could mitigate the impact of such biases. Thirdly, the study sample consisted of secondary school students from only one city center. This limits the generalizability of the results to adolescents in different cultural, geographical, or educational settings. Previous studies conducted with larger samples from different cities and with diverse demographic characteristics could increase the generalizability of the results. As well as the variables examined in this study, factors such as psychological resilience, social support, family correlations, and personality traits that may shape adolescents’ self-discovery were excluded. Including such variables in the research model in future studies will allow for a more holistic examination of adolescents’ psychological well-being and identity development processes. 4.2. Implications The results of the present study offer important implications for understanding the interaction between SAA, SMA, and Mindful Awareness. Specifically, the study demonstrates that SAA may be a risk factor for SMA, and that Mindful Awareness plays a moderating/protective role in this correlation. This is particularly important for groups more vulnerable to peer influence, such as adolescents. Future studies would benefit from examining the moderating effects of demographic variables such as gender, age, and cultural differences on this correlation. Based on a research perspective, the results highlight the importance of considering psychological factors (e.g., anxiety and Mindful Awareness) when addressing SMA. Understanding the mechanisms linking SAA and SMA could contribute to the development of more targeted preventative and supportive programs. Based on a practical perspective, these results highlight the importance of interventions aimed at increasing Mindful Awareness. Developing educational and psychosocial support programs focused on reducing SAA and strengthening adolescents’ self-awareness can help young people become more resilient to SMA. In this context, it would be beneficial for educators, parents, and policymakers to promote Mindful Awareness-based approaches. 5. CONCLUSION In conclusion, the present study determined a positive and significant correlation between SAA and SMA. As SAA increases, SMA also increases, which can negatively impact adolescents’ psychosocial adjustment. The Mindful Awareness levels of the students participating in the study It has been found to be at a moderate level. Although moderate levels of Mindful Awareness do not completely eliminate the correlation between anxiety and addiction, they do have a weakening and protective role. The results suggest that fostering Mindful Awareness in adolescents might have a significant impact on reducing SAA and preventing SMA. For this reason, expanding Mindful Awareness-based psychoeducation programs to adolescents could help them develop healthy coping skills and a more balanced correlation with social media. Declarations Author Contribution S.Y. and S.L. led the study’s conceptualization and design, carried out data collection, conducted the data analysis, and interpreted the findings. Both authors contributed to drafting the manuscript, critically revised the content, and take full accountability for the work. N.K. contributed to the conceptualization and design of the study, performed the data analysis, and interpreted the results; she also participated in drafting and critically revising the manuscript, provided final approval, and accepts accountability for all aspects of the work. S.A.K. contributed to the conceptualization, supported the data analysis and interpretation, and contributed to drafting and critically revising the manuscript; she provided final approval and accepts accountability for the work. Acknowledgement The authors sincerely thank all the adolescents and their parents who participated in the study for their valuable contributions. 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Demirel, Exploring gender differences, perceptions, and behaviors: The interplay between social media addiction and social appearance anxiety among young adults. Studies in Psychological Science, 2024. 2: p. 35-55. Sarman, A. and N. Çiftci, Relationship between social media addiction and appearance-related social media consciousness in Turkish adolescents. Journal of Pediatric Nursing, 2024. 76: p. 99-105. Çimke, S. and D. Yıldırım Gürkan, Factors affecting body image perception, social media addiction, and social media consciousness regarding physical appearance in adolescents. Journal of Pediatric Nursing, 2023. 73: p. e197-e203. Gökçay, G., S.E. Eryilmaz, and F. Küçük, The impact of social media addiction on healthy lifestyle beliefs in adolescents. Journal of Pediatric Nursing 2024. 76: p. e85-e92. Durmuş, M., et al., The mediating role of hopelessness in the relationship between social media addiction and loneliness among adolescents. Journal of Child and Adolescent Psychiatric Nursing, 2025. 38(2): p. e70024. Avcı, A. and A.S. Ünal, Assessment of ınternet and social media addiction levels in adolescents aged 12-18 years by nurses: A multicenter cross-sectional study. Journal of Child and Adolescent Psychiatric Nursing, 2024. 37(4): p. e70004. Sümen, A. and D. Evgin, Social media addiction in high school students: A cross-sectional study examining its relationship with sleep quality and psychological problems. Child Indicators Research 2021. 14(6): p. 2265-2283. Dubert, C.J., et al., Mindfulness and emotion regulation among nursing students: Investigating the mediation effect of working memory capacity. Mindfulness, 2016. 7(5): p. 1061-1070. Hj Ramli, N.H., et al., Academic stress and self-regulation among university students in Malaysia: Mediator role of mindfulness. Behavioral Sciences 2018. 8(1). Toprak, Z. and S. Bacak, Ortaokul öğrencilerinin duygu düzenleme becerileri ile bilinçli farkındalık düzeyleri arasındaki ilişkinin incelenmesi. Yaşadıkça Eğitim, 2019. 33: p. 306-317. Azak, A., Hemşirelik öğrencilerinin bilinçli farkındalık düzeylerinin belirlenmesi. Hemşirelikte Eğitim ve Araştırma Dergisi 2018. 15(3): p. 170-176. Sevgi Uygur, S., Ergenlerin bilinçli farkındalığının yordanmasında başa çıkma stilleri, empati ve duygusal düzenlemenin rolü. Turkish Psychological Counseling and Guidance Journal, 2019. 9(55): p. 1247-1279. Aslan, R. and Ç. Tolan, Social appearance anxiety, automatic thoughts, psychological well-being and social media addiction in university students. International Education Studies, 2022. 15: p. 47-47. Doğan, U. and T. Çolak, Self-concealment, social network sites usage, social appearance anxiety, loneliness of high school students: A model testing. Journal of Education and Training Studies, 2016. 4: p. 176-183. Gobin, K.C., S.E. McComb, and J.S. Mills, Testing a self-compassion micro-intervention before appearance-based social media use: Implications for body image. Body Image, 2022. 40: p. 200-206. Turk, F. and G. Waller, Is self-compassion relevant to the pathology and treatment of eating and body image concerns? A systematic review and meta-analysis. Clinical Psychology Review 2020. 79: p. 101856. Mills, J.S., C. Minister, and L. Samson, Enriching sociocultural perspectives on the effects of idealized body norms: Integrating shame, positive body image, and self-compassion. Front Psychology 2022. 13: p. 983534. Charinsarn, A. and K. Nuttavuthisit, Consumer wellbeing: the interplay between mindfulness and body image! Current Psychology, 2025: p. 1-18. Demirel, G. and B. Düşünceli, Ergenlerin sosyal medyaya yönelik tutumları ile bilinçli farkındalık düzeyleri arasındaki ilişkinin incelenmesi. Trakya Eğitim Dergisi, 2023. 13(1): p. 347-364. Malgaz Güçlü, D. and Ü.M. Çulha, Bilinçli farkındalık ve sosyal medya bağımlılığı ilişkisi. TAM Akademi Dergisi, 2024. 3(1): p. 44-65. You, C. and Y. Liu, The effect of mindfulness on online self-presentation, pressure, and addiction on social media. Front Psychology, 2022. 13: p. 1034495. Lam, S.-f., et al., Emotion regulation versus emotion care as a mechanism of mindfulness in predicting well-being. Mindfulness, 2024. 15(11): p. 2888-2905. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8554764","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":572479389,"identity":"ab54e700-41a5-4dea-ad0d-7bc5079ac941","order_by":0,"name":"Suheyla Yurt","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA8ElEQVRIiWNgGAWjYFACHiAuYGCQZzh8AMiSkCFSiwEDg2HjsQSQFh7itTAcPmMA4+IH8jNyDz7mMbCTZ2w78/nVjRoLHgb2w0c34NNicCMv2ZjHINmwnefsNuucY0CH8aSl3cCrRSLHTJrHgDmBccbZbcY5bEAtEjxmeLXIz8gx/81jUJ/AcP/NM+Ocf0RoYbiRY8bMY3A4geHAGebHuW1EaDE488ZYco7BccONDcfMmHP7JHjYCPlFvj3H8MObimp5YFQ+/pzzrU6On/3wMfwOAwImaFywSYBJQspBgPEHhGb+QIzqUTAKRsEoGHkAAHQJRgxXTWAAAAAAAElFTkSuQmCC","orcid":"","institution":"Siirt University","correspondingAuthor":true,"prefix":"","firstName":"Suheyla","middleName":"","lastName":"Yurt","suffix":""},{"id":572479390,"identity":"0837c562-1098-4382-8b44-d05ef9672f39","order_by":1,"name":"Şeyma Laloğlu","email":"","orcid":"","institution":"Atatürk 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07:56:49","extension":"xml","order_by":5,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":110718,"visible":true,"origin":"","legend":"","description":"","filename":"0baf1fbde7ff4558820c145f21077f4f1structuring.xml","url":"https://assets-eu.researchsquare.com/files/rs-8554764/v1/7da8b4605d107366eec80cd0.xml"},{"id":100367586,"identity":"99c54778-621a-4990-b551-f18a8f701cc0","added_by":"auto","created_at":"2026-01-16 07:57:08","extension":"html","order_by":6,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":123620,"visible":true,"origin":"","legend":"","description":"","filename":"earlyproof.html","url":"https://assets-eu.researchsquare.com/files/rs-8554764/v1/e25bf5895d33b321ea838f22.html"},{"id":100366652,"identity":"47e19c55-0b6a-4826-a0cc-2f42eb0b098e","added_by":"auto","created_at":"2026-01-16 07:56:25","extension":"jpeg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":53003,"visible":true,"origin":"","legend":"\u003cp\u003eThe mediating role of mindfulness in the relationship between SAA and SMA\u003c/p\u003e","description":"","filename":"floatimage1.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-8554764/v1/d99953a43f08e3d795797d0b.jpeg"},{"id":100547447,"identity":"57159e5b-6ef1-47bc-822e-0ed16e8c211a","added_by":"auto","created_at":"2026-01-19 08:15:37","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":911674,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8554764/v1/3344ee1b-0447-4d21-81ab-e0b72990d3c2.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"The Mirror’s Trap: Mindful Awareness as a Mediator Between Social Appearance Anxiety and Social Media Addiction in Adolescents","fulltext":[{"header":"1. INTRODUCTION","content":"\u003cp\u003eAdolescence is a developmental stage that forms the foundation of the transition to adulthood, where individuals experience various physical, emotional, and social transformations. During this period, establishing identity, asserting themselves, and being accepted by peers become priorities for adolescents [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. Being accepted by peers is an important need for adolescents, and social media provides a seamless interaction environment to meet this need [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. Social media use occurs when individuals choose various online platforms to establish, maintain, and communicate social relationships through digital environments Studies show that the vast majority of adolescents actively use social media platforms and spend extensive time on these platforms. This leads to adolescents being considered an at-risk group for internet and social media addiction [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. For this reason, increased social media and internet use during adolescence causes individuals to focus more on their physical changes. This leads to an impact on body image and increased sensitivity to appearance [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. Social media content reinforces ideal body perceptions in line with gender norms. Women\u0026rsquo;s bodies are often given as thin, while men\u0026rsquo;s bodies are given as muscular, creating expectations of beauty [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. Such representations can pave the way for the development of body dissatisfaction and social appearance anxiety, especially during adolescence [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eSocial appearance anxiety is defined as the development of negative thoughts about one\u0026rsquo;s appearance and the anxiety about how others will evaluate them [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. This anxiety encompasses physical characteristics, e.g., facial shape, nose structure, eye structure, and skin tone, as well as elements associated with body image (height, weight, and muscle mass) and might lead to persistent negative emotions such as anxiety, distress, fear, and dissatisfaction [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. Especially during adolescence, individuals develop beliefs that the more attention they receive physically, the more they will be accepted in their social circles, which constitutes a significant dimension in this anxiety [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eA meta-analysis reported the negative effects of social media platforms on users\u0026rsquo; social appearance anxiety [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. Another study conducted with high school students found that social media use and engagement with online content were the primary factors contributing to appearance anxiety[\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. Also, Turkish adolescents who were anxious about their appearance had higher levels of problematic social media use [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eRecent studies report that Mindful Awareness may play important mediating roles in explaining the relationship between social media use and social appearance anxiety [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. Mindful Awareness refers to an individual\u0026rsquo;s capacity to consciously and non-judgmentally focus their attention on the present moment [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e]. Research show that individuals with high levels of Mindful Awareness tend to make less automatic comparisons and are less likely to get caught up in negative thought cycles during social media interactions [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. Similarly, a study conducted with university students examined the effects of Mindful Awareness on social media addiction and appearance anxiety, and found that Mindful Awareness played a moderating role in this relationship [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. These results suggest that Mindful Awareness may function as a mediating mechanism by regulating an individual\u0026rsquo;s need for external approval and appearance-focused self-evaluations.\u003c/p\u003e \u003cp\u003eThe data from the literature provide an important framework for psychiatric nursing practice. Psychiatric nurses are responsible for assessing individuals\u0026rsquo; psychosocial needs, creating individualized care plans to support mental health, and implementing effective interventions in these processes. Especially in today\u0026rsquo;s world, where social media-related anxiety and stress levels are increasing in young people, psychiatric nurses can support individuals\u0026rsquo; coping skills using Mindful Awareness-based approaches and provide psychoeducation and counseling services to reduce appearance anxiety [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e]\u003c/p\u003e \u003cp\u003eThe results are expected to contribute to Mindful Awareness-based approaches that can be used in the intervention and counseling processes of psychiatric nurses, particularly those working with adolescents and young adults.\u003c/p\u003e"},{"header":"2. MATERIALS AND METHODS","content":"\u003cp\u003e\u003cstrong\u003e2.1 Purpose\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eOur purpose was to examine the mediating role of Mindful Awareness in the relationship between social appearance anxiety and social media addiction in adolescents. The study questions were as follows.\u003c/p\u003e\n\u003col class=\"decimal_type\"\u003e\n \u003cli\u003eWhat is the level of social appearance anxiety in adolescents?\u003c/li\u003e\n \u003cli\u003eWhat is the level of social media addiction in adolescents?\u003c/li\u003e\n \u003cli\u003eWhat is the level of mindful awareness in adolescents?\u003c/li\u003e\n \u003cli\u003eIs there a correlation between social appearance anxiety, social media addiction, and Mindful Awareness variables in adolescents?\u003c/li\u003e\n \u003cli\u003eDoes mindful awareness serve as a mediation factor in the correlation between social appearance anxiety and social media addiction among adolescents?\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003e\u003cstrong\u003e2.2 Study Design\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study had a descriptive, correlational (cross-sectional) design.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.3 Study Population and Sample\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe population consisted of 16.209 secondary school students enrolled in secondary schools in a city center in eastern Turkey during the spring semester of the 2024-2025 academic year. A total of 382 students who volunteered to participate in the study and fully completed the data collection form were included in the sample . The known-universe sampling method was used to determine the sample size, and the analysis determined that at least 382 students needed to be reached with a 95% confidence level and a 5% margin of error. A systematic approach was followed in sample selection. First, \u003cstrong\u003ethe total number of students enrolled in secondary schools affiliated with the Provincial Directorate of National Education\u0026nbsp;\u003c/strong\u003ewas determined, and then a representative student group was reached.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.3.1 Inclusion Criteria\u003c/strong\u003e\u003c/p\u003e\n\u003cul class=\"decimal_type\"\u003e\n \u003cli\u003eReceiving education in the relevant secondary education institution\u003c/li\u003e\n \u003cli\u003eHaving no obstacles to communication\u003c/li\u003e\n \u003cli\u003eInformed consent from families \u003cstrong\u003e\u003cbr\u003e\u003c/strong\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003e2.3.2 Exclusion Criteria\u003c/strong\u003e\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eNot agreeing to participate in the study\u003c/li\u003e\n \u003cli\u003eHaving a condition that prevents communication\u003c/li\u003e\n \u003cli\u003eExperiencing any physical or mental problems during the study process\u003c/li\u003e\n \u003cli\u003eDesire to leave the study while answering survey questions\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003e2.4 Data Collection Tools\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eData were collected with four self-report scales (Sociodemographic Data Form, Social Appearance Anxiety Scale (SAAS), Social Media Addiction Scale (SMAS), Mindful Awareness Scale\u003cstrong\u003e-\u003c/strong\u003eAdolescent Form (MAS).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.4.1 Sociodemographic Data Form\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe sociodemographic form included characteristics such as students\u0026rsquo; gender, age, type of high school, family income, and parental education level. Participants were also asked about the frequency and purpose of their social media use.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.4.2 Social Appearance Anxiety Scale (SAAS)\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDeveloped by Hart et al. in 2008 and adapted into Turkish by Doğan et al. in 2010, the Social Appearance Anxiety Scale (SAAS) measures individuals\u0026rsquo; anxiety about their appearance. The scale consists of 16 items on a 5-point Likert-type scale. Total scores range from 16 to 80, with higher scores indicating higher levels of anxiety. The scale\u0026rsquo;s Cronbach\u0026rsquo;s alpha coefficient was .93, and in this study, it was .94 [21].\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.4.3 Social Media Addiction Scale (SMAS)\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDeveloped by Canbolat, \u0026Ouml;zgenel, and Ekşi in 2019, the scale has a single-factor structure with nine items and a 5-point Likert-type scale. Higher scores indicate greater social media addiction. The Cronbach\u0026apos;s alpha coefficient for the scale was determined to be .90 during the development phase and .86 in this study [22].\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.4.4 Mindful Awareness Scale-Adolescent Form (MAS)\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDeveloped by Brown and Ryan in 2003 and adapted into Turkish by \u0026Ouml;zyeşil et al. in 2011, the scale consists of 15 items on a 6-point Likert-type scale. Total scores range between 0 and 90, with higher scores indicating increased mindful awareness. The Cronbach\u0026rsquo;s alpha coefficient for the scale was 0.80, and it was 0.86 in this study [23].\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.5 Data Collection\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data were collected with face-to-face surveys between April and June 2025. The purpose of the study was explained to participants, and their voluntary consent was obtained. Completing the surveys took approximately 15\u0026ndash;20 minutes.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.6 Data Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data were analyzed using SPSS 27.0 program and PROCESS Macro Model 4.\u0026nbsp;Descriptive statistics, including percentages, means, and standard deviations, were employed.\u0026nbsp;First, the assumptions regarding the regression analysis were tested. Z scores between \u0026minus;3 and +3 indicate that there are no outliers in the data set [24]. Skewness and kurtosis coefficients within \u0026plusmn;2 and the non-significance of the Kolmogorov-Smirnov Test showed that the data were normally distributed [25]. The independence of the error terms was confirmed by the Durbin-Watson Coefficient (1.794), and the VIF (1.254) and tolerance (0.797) values indicated that there was no multicollinearity problem [26].\u003c/p\u003e\n\u003cp\u003eAfter the assumptions were met, the relationships between the variables were examined using Pearson correlation analysis, followed by regression-based mediation analysis. To assess the significance of indirect, direct, and total effects, 10.000 bootstrap samples were applied, and 95% confidence intervals were calculated. Preacher and Hayes (2008) recommended using the bootstrap method to evaluate and compare indirect effects across multiple mediation models. The absence of zero in the confidence interval indicates that the indirect effect is significant [27]. In the analyses, the total scores of the SAAS, SMAS, and MAS were included in the model as dependent variables, and the descriptive characteristics of the participants were included as independent variables. Dummy variables were created for categorical independent variables, and the significance level was set at p \u0026lt; 0.05.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.7 Ethical Approval and Informed Consent\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study was approved by the XX- University Non-Interventional Research Ethics Committee (Approval No: 101, Date: 28.02.2025) Also, the necessary institutional permits were obtained from the relevant Provincial Directorate of National Education (MEB.TT.2025.021235.01). All participants and their parents were informed about the study, informed consent forms were obtained from both the participants and their parents, and the data were collected anonymously and used only for scientific purposes.\u003c/p\u003e"},{"header":"3. RESULTS","content":"\u003cp\u003e\u003cstrong\u003eTable 3.1.\u0026nbsp;\u003c/strong\u003eFrequency and percentage distribution of participants\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" align=\"\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 153px;\"\u003e\n \u003cp\u003eVariables\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 225px;\"\u003e\n \u003cp\u003eDetails\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 123px;\"\u003e\n \u003cp\u003eFrequency\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 104px;\"\u003e\n \u003cp\u003ePercentage\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eSex\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e281\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e73.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e102\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e26.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eGrades\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e68\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e17.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e87\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e22.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e101\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e26.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e127\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e33.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"5\" valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eHigh School Types\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eAnatolian High School\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e125\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e32.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eAnatolian Health Vocational High School\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e13.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003eScience High School\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e61\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e15.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eImam Hatip High School\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e39\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e10.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eVocational High School\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e107\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e27.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eIncome Status\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eLow\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e17.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eMiddle\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e297\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e77.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eHigh\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e5.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eFamily type\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eNuclear family\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e284\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e74.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eextended family\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e99\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e25.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eFamily status\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eMother and Father Separated\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e3.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eMother and Father Together\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e353\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e92.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eMother\u0026rsquo;s Death\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e1.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eFather\u0026rsquo;s Death\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"5\" valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eMother\u0026rsquo;s Education Level\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eIlliterate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e105\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e27.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003ePrimary school graduate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e128\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e33.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eSecondary school graduate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e18.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eHigh school graduate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e13.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eUniversity and above\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e7.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"5\" valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eFather\u0026rsquo;s Education Level\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eIlliterate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e5.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003ePrimary school graduate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e99\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e25.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eSecondary school graduate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e89\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e23.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eHigh school graduate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e25.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eUniversity and above\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e75\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e19.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003eAmount of Time Spent Daily on Social Media\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eLess than 1 hour\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e56\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e14.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003e1-2 hours\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e147\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e38.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003e3-5 hours\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e152\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e39.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eMore than 6 hours\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e7.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"7\" valign=\"top\" style=\"width: 153px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003ePurpose of Internet Use\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eChatting\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e54\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e14.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eListening to Movies/Music\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e61\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e15.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eSurfing the Internet\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e171\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e44.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003ePlaying games\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e2.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003ePreparing homework\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e48\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e12.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eSocial Networks\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e9.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 225px;\"\u003e\n \u003cp\u003eAll\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e1.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eThe age range of the study participants was between 14.00 and 18.00, and the mean age was calculated as 16.25 \u0026plusmn; 1.20. The majority of the participants were female (73.4%), in terms of family type they had a nuclear family (74.2%), in terms of family status they had parents together (92.2%), in terms of mother\u0026rsquo;s education level they were primary school graduates (33.4%), in terms of father\u0026rsquo;s education level they were also primary school graduates (25.8%), in terms of middle level income (77.5%), in terms of grade level they were twelfth grade (33.2%), in terms of high school type they were Anatolian high school (32.6%), in terms of the purpose of using the Internet they surf the Internet (44.6%), and in terms of the amount of time they spent daily on social media 3-5 hours (39.7%). The distributions of social media usage are shown in Table 1.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 3.2.\u0026nbsp;\u003c/strong\u003eMeans, standard deviations, skewness, and kurtosis values of the Social Appearance Anxiety, Social Media Addiction, and Mindful Awareness levels of the individuals participating in the study\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"3\" cellpadding=\"0\" width=\"609\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eScale Name\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eMean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eStandard\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cspan dir=\"RTL\"\u003eDeviation\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eSkewness\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eKurtosis\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eSocial Appearance Anxiety Scale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e38.85\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e15.07\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.576\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-0.355\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eSocial Media Addiction Scale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e21.32\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e7.48\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.538\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eMindful Awareness Scale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e53.66\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e13.55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.129\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-0.084\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eNotes:\u003csup\u003e\u0026nbsp;\u003c/sup\u003e\u003cem\u003e***p\u0026nbsp;\u003c/em\u003e\u0026lt; .001\u003c/p\u003e\n\u003cp\u003eParticipants\u0026rsquo; mean, standard deviation, skewness, and kurtosis values for the Social Appearance Anxiety Scale, Social Media Addiction Scale, and Mindful Awareness Scale are given in Table 2.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 3.3.\u0026nbsp;\u003c/strong\u003eRelationships between Social Appearance Anxiety, Social Media Addiction, and Mindful Awareness variables of individuals participating in the study\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 315px;\"\u003e\n \u003cp\u003eVariables\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 97px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 97px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 97px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 315px;\"\u003e\n \u003cp\u003e1. Social Appearance Anxiety\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 97px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 97px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 97px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 315px;\"\u003e\n \u003cp\u003e2. Social Media Addiction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 97px;\"\u003e\n \u003cp\u003e0.388 \u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 97px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 97px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 315px;\"\u003e\n \u003cp\u003e3. Mindful Awareness\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 97px;\"\u003e\n \u003cp\u003e-0.450 \u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 97px;\"\u003e\n \u003cp\u003e-0.413 \u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 97px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eNotes:\u003csup\u003e\u0026nbsp;\u003c/sup\u003e\u003cem\u003e***p\u0026nbsp;\u003c/em\u003e\u0026lt; .001\u003c/p\u003e\n\u003cp\u003eThe descriptive analysis results of the levels of social appearance anxiety, social media addiction, and Mindful Awareness variables, and the relationships between these variables, were examined using Pearson Correlation Analysis. The results are given in Table 3.\u003c/p\u003e\n\u003cp\u003ePositive and statistically significant relationships were detected between Social Appearance Anxiety (SAA) and Social Media Addiction (SMA) (r = 0.388, p \u0026lt;.001) and there were negative and statistically significant relationships between Mindful Awareness and SAA (r = -0.450, p \u0026lt;.001) and SMA (r = -0.413, p \u0026lt;.001).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eThe Mediating Role between \u003cstrong\u003eSAA, SMA, and Mindful Awareness\u0026nbsp;\u003c/strong\u003eVariables\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Non-parametric Bootstrap Technique was used to test the hypotheses to produce datasets bigger than the existing sample (n = 382). The Bootstrap Technique enabled resampling, allowing analysis on 10,000 samples within a 95% CI (Table 4).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 3.4.\u003c/strong\u003e Mediation analysis results\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eDirect effects\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cem\u003eB\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eSE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cem\u003e\u0026beta;\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cem\u003et\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eSAA\u0026nbsp;\u0026agrave;Mindful Awareness\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-0.405\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.041\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-0.450\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-9,846\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026lt; .001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eMindful Awareness\u0026nbsp;\u0026agrave;SMA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-0.165\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.028\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-0.299\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-5,910\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026lt; .001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eTotal effect of\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003cstrong\u003e\u003cem\u003eSAA\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.192\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.023\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.387\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e8,210\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026lt; .001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eDirect effect of\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003cstrong\u003e\u003cem\u003eSAA\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.125\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.025\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.252\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4,987\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026lt; .001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eBootstrap results for indirect effects\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eEffect\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eSE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eLower CI\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eUpper CI\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eSAA\u0026nbsp;\u0026agrave;cognitive flexibility \u0026agrave;\u0026nbsp;SMA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.134\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.031\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e0.075\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003e0.199\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eNote:\u0026nbsp;\u003c/strong\u003eStatistical significance is indicated in bold. CI = 95% percentile bootstrap confidence interval. Bootstrap analysis was validated with 10.000 bootstrap samples.\u003c/p\u003e\n\u003cp\u003eIn the mediation analysis, it was found that SAA negatively and significantly predicted Mindful Awareness (\u003cem\u003e\u0026beta;\u0026nbsp;\u003c/em\u003e= -0.450, \u003cem\u003ep\u0026nbsp;\u003c/em\u003e\u0026lt; .001). In addition, the effect of Mindful Awareness on SMA (\u003cem\u003e\u0026beta;\u0026nbsp;\u003c/em\u003e= -0.299, \u003cem\u003ep\u0026nbsp;\u003c/em\u003e\u0026lt; .001) was also determined to be negative and significant. In addition, it was observed that both the total effect (\u003cem\u003e\u0026beta;\u0026nbsp;\u003c/em\u003e= 0.384, \u003cem\u003ep\u0026nbsp;\u003c/em\u003e\u0026lt; .001) and the direct effect (\u003cem\u003e\u0026beta;\u0026nbsp;\u003c/em\u003e= 0.252, \u003cem\u003ep\u0026nbsp;\u003c/em\u003e\u0026lt; .001) of SAA on SMA were positive and significant. When the indirect effect of the study was examined, the indirect effect of Mindful Awareness on the relationship between SAA and SMA was also found to be positive and significant (\u003cem\u003e\u0026beta;\u0026nbsp;\u003c/em\u003e= 0.134, SE = .031, 95% CI = [0.075, 0.199]). When Mindful Awareness was included in the relationship between SAA and SMA, the study found that the direct effect of SAA on SMA was significant. This phenomenon is referred to in the literature as partial mediation. In other words, it can be said that some of the effect of SAA on SMA is direct, while some is indirectly mediated through Mindful Awareness. The resulting model is given in Figure 1.\u003c/p\u003e"},{"header":"4. DISCUSSION","content":"\u003cp\u003eThe mean SAA Scale score of the adolescents participating in the study was determined to be 38.85, indicating a moderate level (Table\u0026nbsp;2). Studies conducted with adolescents have identified moderate levels of SAA [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]. In this context, the results are consistent with the literature. Considering that adolescence is particularly sensitive to physical changes, it is significant that SAA becomes more pronounced during this period. Related studies reveal that adolescents are highly sensitive to social evaluations of their physical appearance, indicating that this anxiety might be influenced by cultural, physical, and social factors.\u003c/p\u003e \u003cp\u003eSMA is a growing problem among young adults and adolescents in recent years. Various studies are being conducted in different countries to understand the impact of cultural, technological, and individual factors on this addiction. A recent meta-analysis covering 63 independent samples from 32 countries found that the prevalence of SMA ranges from 0% to 10%, and in some countries it has reached as high as 25% [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe mean SMA score of the adolescents participating in the study was found to be 21.32, and this value indicates that the level of SMA is moderate. (Table\u0026nbsp;2) Other studies conducted with adolescents have also determined that SMA is moderate [\u003cspan additionalcitationids=\"CR32 CR33 CR34\" citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e]. Similarly, a study conducted with adolescents aged 12\u0026ndash;18 found that the level of SMA was moderate. In line with this result, the importance of awareness-raising training and counseling initiatives by nurses to support adolescent health was emphasized [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e]. On the other hand, one study has reported that the level of SMA is low [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e]. These differences are considered to be because of changes in research methods, sample characteristics, data collection times, or social media usage habits. The results of the current study align with the majority of results in the literature and indicate that adolescents are a group that deserves careful monitoring regarding their social media use.\u003c/p\u003e \u003cp\u003eThe mean Mindful Awareness Scale score of the adolescents participating in the study was 53.66 (Table\u0026nbsp;2) This score, considering the general score range of the scale, indicates that the participants\u0026rsquo; mindful awareness levels are at a moderate level. Studies in the literature report that Mindful Awareness levels are mostly at a moderate level [\u003cspan additionalcitationids=\"CR39\" citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e]. These results are similar to the results in the current study. On the other hand, some studies with adolescents have reported higher Mindful Awareness levels [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e]. These differences might have occurred because of factors such as cultural characteristics, individual Mindful Awareness levels, and previous participation in Mindful Awareness-based training.\u003c/p\u003e \u003cp\u003eThe study also found a significant and positive correlation between SAA and SMA (Table\u0026nbsp;3) (r\u0026thinsp;=\u0026thinsp;.388, p\u0026thinsp;\u0026lt;\u0026thinsp;.001). This result indicates that as the duration of social media use increases, individuals\u0026rsquo; concerns about their appearance also increase. Various studies have reported that an increase in SMA significantly increases SAA [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e]. Similarly, it has been revealed that social media feeds this anxiety by increasing appearance-based evaluations [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e]. Also, it has been stated that there is a bidirectional interaction between SAA and SMA, and that the two variables mutually influence each other [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. Constant exposure to idealized body images, especially in social media environments, triggers social comparisons in individuals and increases the level of dissatisfaction with appearance. Right at this point, the level of mindful awareness stands out as an important variable that can balance these negative effects.\u003c/p\u003e \u003cp\u003eThe results also revealed a negative and statistically significant correlation between Mindful Awareness level and SAA (Table\u0026nbsp;3) (r = -0.450, p\u0026thinsp;\u0026lt;\u0026thinsp;.001). This result suggests that as individuals\u0026rsquo; level of Mindful Awareness increases, their anxiety about their social appearance decreases. Indeed, recent research supports this conclusion. Various studies in the literature have shown that Mindful Awareness-based approaches, in particular, reduce body image and appearance anxiety. To illustrate, in their experimental study, It has been demonstrated that a self-compassion intervention, one of the short-term Mindful Awareness-based approaches implemented before appearance-focused social media use, was effective in reducing negative thoughts about body image [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e]. In addition, it has been shown that Mindful Awareness is causally associated with eating disorders and body image problems, that this correlation has a moderate effect size, and that it operates largely independently of demographic variables. Furthermore, it has been demonstrated that self-compassion plays a role in supporting a positive body image against SAA and idealized body norms [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e].In this context, increased levels of Mindful Awareness contribute to individuals becoming more resilient to societal appearance expectations and developing a more positive attitude toward their bodies [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eOn the other hand, a negative and statistically significant correlation was detected between Mindful Awareness and SMA (Table\u0026nbsp;3) (r\u0026thinsp;=\u0026thinsp;\u0026minus;\u0026thinsp;0.413, p\u0026thinsp;\u0026lt;\u0026thinsp;.001). This result shows that as individuals\u0026rsquo; Mindful Awareness levels increase, their addictive tendencies towards social media use decrease. This is also consistent with recent studies. To illustrate, in a study with adolescents, it was emphasized that individuals with high levels of Mindful Awareness have more critical, conscious, and controlled attitudes towards social media [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e]. Similarly, in a study conducted with university students, it was reported that increasing Mindful Awareness levels has a significant reducing effect on SMA [\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e]. In a recent experimental study conducted in Asia, it was reported that Mindful Awareness-based practices strengthened individuals\u0026rsquo; defense mechanisms against social media pressure, thereby reducing the risk of addiction [\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e]. In line with these integrated results, it is concluded that increasing the level of awareness helps individuals set healthier limits in digital media use by improving their emotion regulation, attention control and internal awareness skills [\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eIn the Mediation Analysis in which these correlations were structurally tested, SAA was found to significantly and negatively predict the level of Mindful Awareness. (Table\u0026nbsp;4) In other words, as appearance anxiety increases, individuals\u0026rsquo; Mindful Awareness levels decrease. Similarly, Mindful Awareness was found to have a significant and mitigating effect on SMA, which suggests that individuals with high levels of Mindful Awareness have lower addictive tendencies towards social media use. Also, the total and direct effects of SAA on SMA were found to be positive and significant. In other words, individuals with high appearance anxiety also exhibit higher levels of SMA. When the indirect effect was examined, it was observed that some of the effect of SAA on SMA was indirectly mediated through Mindful Awareness (β\u0026thinsp;=\u0026thinsp;0.134, SE\u0026thinsp;=\u0026thinsp;.031, 95% CI = [0.075, 0.199]). These results indicate that Mindful Awareness plays a partial mediating role in this correlation. In other words, SAA affects SMA both directly and indirectly through Mindful Awareness.\u003c/p\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003e4.1. Limitations and Future Studies\u003c/h2\u003e \u003cp\u003eAlthough the findings of this study offer important insights into the correlations among adolescents' SAA, SMA, and mindfulness, they also present some limitations. Firstly, the cross-sectional design of the data collection limits the ability to identify causal correlations between variables. Future longitudinal studies could more robustly demonstrate the evolution of these correlations over time and potential causal connections.\u003c/p\u003e \u003cp\u003eSecondly, the data relied on participant self-reports. Self-report measures can introduce biases such as social desirability and response biases, which can lead to misleading results, particularly when measuring personal and sensitive concepts such as SAA and social media use. The addition of qualitative data collection methods or multi-source measures could mitigate the impact of such biases.\u003c/p\u003e \u003cp\u003eThirdly, the study sample consisted of secondary school students from only one city center. This limits the generalizability of the results to adolescents in different cultural, geographical, or educational settings. Previous studies conducted with larger samples from different cities and with diverse demographic characteristics could increase the generalizability of the results.\u003c/p\u003e \u003cp\u003eAs well as the variables examined in this study, factors such as psychological resilience, social support, family correlations, and personality traits that may shape adolescents\u0026rsquo; self-discovery were excluded. Including such variables in the research model in future studies will allow for a more holistic examination of adolescents\u0026rsquo; psychological well-being and identity development processes.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003e4.2. Implications\u003c/h2\u003e \u003cp\u003eThe results of the present study offer important implications for understanding the interaction between SAA, SMA, and Mindful Awareness. Specifically, the study demonstrates that SAA may be a risk factor for SMA, and that Mindful Awareness plays a moderating/protective role in this correlation. This is particularly important for groups more vulnerable to peer influence, such as adolescents. Future studies would benefit from examining the moderating effects of demographic variables such as gender, age, and cultural differences on this correlation.\u003c/p\u003e \u003cp\u003eBased on a research perspective, the results highlight the importance of considering psychological factors (e.g., anxiety and Mindful Awareness) when addressing SMA. Understanding the mechanisms linking SAA and SMA could contribute to the development of more targeted preventative and supportive programs.\u003c/p\u003e \u003cp\u003eBased on a practical perspective, these results highlight the importance of interventions aimed at increasing Mindful Awareness. Developing educational and psychosocial support programs focused on reducing SAA and strengthening adolescents\u0026rsquo; self-awareness can help young people become more resilient to SMA. In this context, it would be beneficial for educators, parents, and policymakers to promote Mindful Awareness-based approaches.\u003c/p\u003e \u003c/div\u003e"},{"header":"5. CONCLUSION","content":"\u003cp\u003eIn conclusion, the present study determined a positive and significant correlation between SAA and SMA. As SAA increases, SMA also increases, which can negatively impact adolescents\u0026rsquo; psychosocial adjustment. The Mindful Awareness levels of the students participating in the study It has been found to be at a moderate level. Although moderate levels of Mindful Awareness do not completely eliminate the correlation between anxiety and addiction, they do have a weakening and protective role.\u003c/p\u003e \u003cp\u003eThe results suggest that fostering Mindful Awareness in adolescents might have a significant impact on reducing SAA and preventing SMA. For this reason, expanding Mindful Awareness-based psychoeducation programs to adolescents could help them develop healthy coping skills and a more balanced correlation with social media.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eS.Y. and S.L. led the study\u0026rsquo;s conceptualization and design, carried out data collection, conducted the data analysis, and interpreted the findings. Both authors contributed to drafting the manuscript, critically revised the content, and take full accountability for the work. N.K. contributed to the conceptualization and design of the study, performed the data analysis, and interpreted the results; she also participated in drafting and critically revising the manuscript, provided final approval, and accepts accountability for all aspects of the work. S.A.K. contributed to the conceptualization, supported the data analysis and interpretation, and contributed to drafting and critically revising the manuscript; she provided final approval and accepts accountability for the work.\u003c/p\u003e\u003ch2\u003eAcknowledgement\u003c/h2\u003e\u003cp\u003eThe authors sincerely thank all the adolescents and their parents who participated in the study for their valuable contributions.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe datasets supporting the findings of this study are not publicly available due to the need to protect participant confidentiality. However, the data are available from the corresponding author on reasonable request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003ePollmann, A., K. Bates, and D. Fuhrmann, A framework for understanding adverse adolescent experiences. 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Mindfulness, 2024. 15(11): p. 2888-2905.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":false,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Mindful awareness, adolescents, social appearance anxiety, social media addiction","lastPublishedDoi":"10.21203/rs.3.rs-8554764/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8554764/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eAdolescence is a critical period for identity formation and social development, and social media can shape appearance perceptions and social acceptance. Social appearance anxiety may increase vulnerability to social media addiction, whereas mindful awareness may buffer this risk. This study tested mindful awareness as a mediator between social appearance anxiety and social media addiction in adolescents. The sample comprised 382 volunteer secondary school students in eastern T\u0026uuml;rkiye during the 2024\u0026ndash;2025 academic year. Participants completed standardized measures of social appearance anxiety, mindful awareness, and social media addiction. Data were analyzed with SPSS 27.0 and PROCESS Macro Model 4 (p\u0026thinsp;\u0026lt;\u0026thinsp;.05). Social appearance anxiety was positively related to social media addiction and negatively related to mindful awareness; mindful awareness was also negatively related to addiction. Mediation results indicated partial mediation, suggesting mindfulness-based interventions may reduce appearance anxiety and promote healthier social media use. These findings highlight mindful awareness as a target for prevention.\u003c/p\u003e","manuscriptTitle":"The Mirror’s Trap: Mindful Awareness as a Mediator Between Social Appearance Anxiety and Social Media Addiction in Adolescents","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-01-13 10:22:21","doi":"10.21203/rs.3.rs-8554764/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"69c484b7-5724-4297-941a-011f059f1905","owner":[],"postedDate":"January 13th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-01-16T20:08:43+00:00","versionOfRecord":[],"versionCreatedAt":"2026-01-13 10:22:21","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8554764","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8554764","identity":"rs-8554764","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}