The Psychological Impact On Adolescents Due To Beauty Standards On Tiktok Applications

Authors

  • Putri Sarah Naina Universitas Islam Negeri Ar-Raniry, Banda Aceh, Indonesia
  • Mira Fauziah Universitas Islam Negeri. Ar-raniry, Banda Aceh, Indonesia
  • M. Yusuf M.Y. Universitas Islam Negeri. Ar-raniry, Banda Aceh, Indonesia

DOI:

https://doi.org/10.33751/jhss.v10i1.130

Keywords:

psychological impact, teens, beauty standards, TikTok, social media

Abstract

This study aims to explore the psychological impact experienced by adolescents due to exposure to beauty standards displayed on the TikTok application. Using a qualitative approach with a phenomenological design, this study involved five adolescents aged 16 - 18 years at MAN 4 East Aceh as research subjects. Data collection was carried out through observation, in-depth interviews, and content analysis. Data were analyzed using descriptive - interpretive which included data reduction, data presentation, and conclusion drawn. The findings of the study show three main psychological impacts, namely decreased self-esteem,  negative body image, and social anxiety. However, some subjects also reported a motivation to do better despite experiencing psychological impacts. In addition, this study identifies coping strategies used by adolescents to deal with these psychological challenges, including selective content consumption, seeking social support, developing self-acceptance, and utilizing beauty standards as positive motivation. The novelty of this research lies in a phenomenological approach that explores the subjective experiences of adolescent girls in the context of religious Acehnese culture. The implications of the study show the need for psychological intervention programs and digital literacy education to help adolescents use social media more healthily.

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Published

21-04-2026

How to Cite

Naina, P. S., Fauziah, M., & M.Y., M. Y. (2026). The Psychological Impact On Adolescents Due To Beauty Standards On Tiktok Applications . JHSS (Journal of Humanities and Social Studies), 10(1), 604–612. https://doi.org/10.33751/jhss.v10i1.130

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