Social networking implications on social- emotional well-being of generation Z students in Tertiary Institutions in Kisii County, Kenya

Abstract

Despite the rapid expansion of digital communication, limited scholarly attention has been directed toward how online social networking shapes the socio-emotional Well Being of Gen Z students in tertiary learning environments an area where research remains fragmented and inconclusive. This study addressed this gap by examining the implications of social networking on the social and emotional Well-Being of Gen Z students in tertiary institutions in Kisii County, Kenya. The purpose of the research was to investigate how and why Gen Z students engage in social networking and to determine the resultant socio-emotional outcomes within the educational context. Specifically, the study sought to: analyse the underlying motivations driving Gen Z students’ engagement in social networking: evaluate the extent to which social networking influences the social Well-Being of Gen Z students: assess the impact of social networking on the emotional Well-Being of Gen Z students: explore strategies that can promote healthy use of social media by Gen Z students and compare gender differences in patterns of social networking and their effects on the socio-emotional Well-Being of this cohort. Guided by a Pragmatic research paradigm, the study adopted a convergent parallel mixed methods approach, enabling simultaneous collection and integration of quantitative and qualitative data. The work was anchored on Uses and Gratifications Theory, which assumes that individuals actively select media platforms to satisfy specific psychological and social needs, and Social Network Theory, which posits that social behaviour and outcomes are shaped by patterns of connections and interactions within online and offline networks. The target population comprised 36,820 students enrolled in tertiary institutions within Kisii County, alongside deans of students from these institutions. Using Yamane’s formula, a sample of 396 Gen Z students was derived. Probability sampling techniques of stratified multistage sampling followed by simple random sampling were used to select the students, while purposive sampling identified five deans of students from five institutions. Data were collected using questionnaires for students and interview guides for deans of students. A pilot study was conducted to ensure instrument reliability, with Cronbach’s Alpha values exceeding 0.743 across 39 items, indicating strong internal consistency. Quantitative data were analyzed using descriptive statistics, including frequencies, means, and percentages, while qualitative data were thematically analyzed and integrated during interpretation. The study found that Gen Z students demonstrated high levels of social networking engagement driven by motivations such as communication, entertainment, identity expression, and academic support. While social networking enhanced social connection and facilitated emotional expression, it also contributed to negative outcomes such as excessive screen time, reduced quality of life, weakened soft skills, and tendencies towards addictive behaviours. Gender differences were observed in platform preferences and types of online activities undertaken. The study concludes that although social networking provides meaningful opportunities for connection and self expression, its’ unmoderated use poses significant risks to the socio-emotional Well Being of Gen Z students. It recommends active involvement of parents, caregivers, and institutional administrators in guiding students toward healthier digital practices. Further recommendations include integrating emotional wellness and digital counselling into student support frameworks, establishing peer mentorship programmes to strengthen offline social relations, and developing gender-responsive social media awareness campaigns to promote responsible and balanced online engagement.