Parents Under Pressure: Social Media’s Impact on Parents’ Mental Well-Being

Authors

• Ali E. Shull, University of Nebraska-LincolnFollow

First Advisor

Carrie Clark

Degree Name

Doctor of Philosophy (Ph.D.)

Committee Members

Eric Buhs, Jordan Wheeler, Mary Zeleny, Patty Kuo

Department

Educational Psychology

Date of this Version

4-21-2026

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College at the University of Nebraska in partial fulfillment of requirements for the degree Doctor of Philosophy

Major: Educational Psychology

Under the supervision of Professor Carrie Clark

Lincoln, Nebraska, May 2026

Comments

Copyright 2026, Ali E. Shull. Used by permission

Abstract

The rapid growth of social media has transformed how parents access information, evaluate their practices, and compare themselves to others. Although parenting content is widely consumed, limited research has examined its immediate psychological and physiological effects. The present mixed-methods study investigated how exposure to parenting-related social media content influences parental stress responses, affect, and parenting self-efficacy. Participants (N = 83) were randomly assigned to view either parenting-related videos (experimental condition) or non-parenting crafting videos (control condition). Physiological stress responses were assessed using heart rate variability (HRV) during baseline and video exposure. Participants also completed measures of negative affect and parenting self-efficacy following exposure. Quantitative findings were complemented by qualitative interviews to capture parents’ lived experiences with parenting-related social media.

Physiological results indicated a significant decrease in HRV during video exposure across both conditions, suggesting that short-form social media content elicited measurable reactivity regardless of content type, after controlling for relevant covariates. However, parents exposed to parenting-related videos reported significantly higher negative affect than those in the control condition, indicating that parenting-specific content may intensify emotional responses beyond general physiological arousal. No significant differences were observed between groups in global parenting self-efficacy.

Qualitative interviews revealed that parents’ experiences were mixed and often contradictory. Participants described engaging in upward and lateral social comparisons—particularly around time with children, emotional responsiveness, and perceived competence—which elicited feelings of guilt, inadequacy, or pressure. At the same time, parents reported validation, encouragement, and connection when content reflected shared challenges. Overall, parents described selectively interpreting and implementing advice while remaining aware of the curated and sometimes unrealistic nature of online portrayals.

Together, these findings highlight the multifaceted ways parents respond to parenting-related social media. While such content may trigger momentary emotional and physiological responses, it may also provide validation and opportunities for reflection. This study contributes to emerging scholarship on digital parenting by integrating physiological, psychological, and experiential perspectives to better understand how parents navigate an increasingly algorithm-driven media landscape.

Recommended Citation

Shull, Ali E., "Parents Under Pressure: Social Media’s Impact on Parents’ Mental Well-Being" (2026). Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–. 448.
https://digitalcommons.unl.edu/dissunl/448