Unraveling the Impact of Virtual Social Comparisons on Psychological Burnout among An-Najah National University Students: A mixed method study

doi:10.21203/rs.3.rs-3801864/v1

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Unraveling the Impact of Virtual Social Comparisons on Psychological Burnout among An-Najah National University Students: A mixed method study

https://doi.org/10.21203/rs.3.rs-3801864/v1

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Background: This study investigates the nuanced effects of virtual social comparisons on students at An-Najah National University. Guided by the Social Comparison Theory, the research aims to understand how cultural resilience, gender dynamics, communal support structures, living conditions, and developmental stressors collectively shape the impact of virtual social comparisons on university students.

Methods: The study employs a mixed-methods approach, utilizing 401 surveys and conducting 18 interviews to comprehensively explore the subject. Various demographic variables, including gender, place of residence, type of faculty, and academic level, are rigorously examined to provide a holistic understanding of the factors influencing the impact of virtual social comparisons.

Results: The findings reveal an overall minimal impact of virtual social comparisons on students, as indicated by an average score of 2.28 with a standard deviation of 0.77. However, significant gender-based differences are observed, favoring male students. Notably, the absence of differences based on faculty type underscores shared cultural resilience among students. Place of residence emerges as a crucial factor, with students in camps experiencing heightened effects, attributed to socio-political and economic factors. Variations across academic levels correspond with developmental stressors, highlighting a dynamic relationship between academic advancement and the impact of virtual social comparisons.

Conclusions: This research contributes nuanced insights for future studies and interventions, recognizing the multifaceted influence of cultural variables on students' experiences in the digital age. By exploring diverse demographic factors and employing a comprehensive methodology, the study enhances our understanding of the complex dynamics surrounding virtual social comparisons among university students. The observed gender disparities, shared cultural resilience, and differential impacts based on place of residence and academic level underscore the importance of considering these factors in addressing the effects of virtual social comparisons on student well-being and academic experiences.

Burnout

Cultural Resilience

Gender Dynamics

Social Media Influence

Virtual Social Comparisons

The dynamics of social comparisons have changed significantly in the modern era, which is defined by the ubiquitous influence of digital connectivity and virtual interactions. Since university students are at the crossroads of their academic goals, social expectations, and personal growth, the emergence of virtual social comparisons has become a potent and transforming force that has a substantial impact on their mental health (1, 2).

Social media and other online communication platforms are so commonplace that they have completely changed how people view and evaluate their own lives in relation to others (3). The impact of virtual social comparisons is most noticeable in the context of university life, when the pursuit of academic success converges with the desire for personal growth and the pressure to match societal expectations (4).

The digital landscape provides a constant stream of curated content, offering glimpses into the achievements, experiences, and lifestyles of peers and role models (5). People who manage their online personas choose to share parts of their lives that align with social norms, which can lead to a skewed impression of reality. Because of this, college students might constantly be comparing themselves to these carefully chosen standards, which could lead to an increased sense of pressure and anxiety about not measuring up (6).

In addition, the worldwide reach of virtual contacts combined with the competitive nature of academic contexts heightens the comparison process (7). Students are comparing themselves not just to their nearby peers but also to others from different socioeconomic origins and cultural backgrounds. The already difficult challenges of academic life are made much more so by this enlarged frame of comparison.

Excessive engagement on social media has been associated with various psychosocial challenges (8), including disrupted sleep patterns (9,10) diminished subjective happiness (11) and poor academic performance (12); this unrestrained usage has also been linked to elevated levels of anxiety and depression (13).

The consequences of virtual social comparisons on the mental well-being of university students are manifold (7). The constant exposure to others' achievements can breed feelings of inadequacy, fostering self-doubt and diminishing self-esteem (8). The pressure to conform to societal expectations, both academically and socially, can contribute to heightened stress levels and anxiety (14, 15). As a result, the evolving landscape of virtual social comparisons has become a critical area of concern, necessitating a comprehensive exploration to understand its nuances and implications for the mental health of university students.

"Virtual social comparisons" is an umbrella term that represents the various ways in which people assess their experiences, accomplishments, and general well-being in relation to their peers in the context of online interactions (5). The prevalence of social media platforms and the constant stream of well selected content in the digital era not only creates a window into other people's lives but also creates a constant background against which people constantly evaluate themselves. The effects of these comparisons on psychological well-being become more evident inside the complex web of university life, where pressures from academics, developing career goals, and complex social dynamics intersect. In this digital realm, comparing one's own achievements to the perceived achievements of others fosters a reflective atmosphere that may lead to heightened tension, anxiety, and a generalized feeling of rivalry among students (16, 17). Therefore, it is critical to study and analyze the many subtleties of these virtual social comparisons in order to fully appreciate the tremendous effects that they have on university students' mental health.

Psychological burnout, a condition marked by emotional exhaustion, feelings of cynicism and detachment, and a diminished sense of accomplishment, has emerged as a pervasive and pressing concern within the unique milieu of university settings (18). The academic landscape, often characterized by rigorous demands and intense competition, places a substantial burden on students to excel in their studies (19). Simultaneously, the social demands of an interconnected, digitally-driven world add an additional layer of complexity to the student experience (20).

The expectation to meet high academic standards and the pursuit of scholarly excellence can create an environment where students grapple with a relentless cycle of coursework, examinations, and deadlines. This continuous academic pressure, compounded by the ever-present influence of digital connectivity, contributes to heightened stress levels (17). The omnipresence of virtual social comparisons, as discussed earlier, intensifies the perception of academic achievement as a benchmark for success, exacerbating the competitive nature of university life.

In the context of a digitally connected world, where social interactions often transcend physical boundaries, students are not only navigating the traditional academic challenges but are also contending with the demands of maintaining an online presence (20). The pressure to curate an idealized image on social media platforms, coupled with the fear of falling short of societal expectations, creates a potentially toxic environment for students (17). The constant comparison to peers, both academically and socially, can foster feelings of inadequacy and intensify the stress associated with achieving a perceived level of success (16).

This heightened stress, when prolonged, can lead to emotional exhaustion, where students feel drained and depleted both physically and emotionally (17). The pervasive sense of cynicism and detachment may arise as a coping mechanism, as students attempt to shield themselves from the overwhelming pressures. Additionally, a reduced sense of accomplishment may manifest as students struggle to derive satisfaction or a sense of achievement from their academic endeavors (20).

In this complex interplay between academic pressures and the social dynamics of a digitally connected world, students become susceptible to mental fatigue. Recognizing and addressing the factors contributing to psychological burnout within university settings is imperative for fostering a healthier and more supportive academic environment. Strategies aimed at alleviating the stressors associated with academic and social expectations can play a pivotal role in promoting the mental well-being of students and cultivating a positive and conducive learning atmosphere.

Theoretical framework

From a strictly theoretical standpoint, the researchers posit that Social Comparison Theory holds promise as a robust conceptual framework for investigating the intricate dynamics of how virtual social comparisons influence the psychological fatigue experienced by university students.

Social Comparison Theory explains the process of social comparisons, which can be upward or downward. Upward comparisons involve comparing oneself to others perceived as superior, leading to feelings of inadequacy (5). Conversely, downward comparisons involve comparing oneself to those perceived as less accomplished, potentially boosting self-esteem. Festinger's theory also emphasizes the role of affiliation and social identity in social comparisons. People often seek to associate with similar individuals to make accurate comparisons and maintain a positive self-image. The outcomes of these comparisons can significantly impact an individual's self-esteem and emotional well-being.

Social comparisons among university students are common, and social media and digital communication have made them worse. Exposure to idealized experiences might result in heightened stress levels, emotional exhaustion, and a weakened sense of achievement. The Social Comparison Theory emphasizes the link between this and psychological weariness since stress and emotional exhaustion can be made worse by the pressure to live up to social and academic expectations. It is essential to comprehend the mechanisms underlying social comparisons in the academic setting in order to create measures for reducing burnout that work.

Review of the literature

In the realm of studies exploring burnout within Palestinian educational contexts, the researchers found only three relevant studies. Sheikh-Khalil investigated the experiences of teachers in Gaza. The study revealed a generally low prevalence of burnout, and intriguingly, it detected no substantial variations based on factors such as gender, academic qualifications, years of experience, or the educational stage of the teachers (21). An interesting exception emerged, highlighting higher burnout rates among those holding a bachelor's degree. Furthermore, Harb study extended this exploration to the realm of secondary school teachers, discovering a similar pattern of moderate burnout (22). These studies collectively contribute valuable insights into the multifaceted nature of burnout, offering a nuanced understanding across different professional domains within the Palestinian context. Additionally, when examining the occupational landscape beyond the educational sphere, Ramadan shed light on the moderate prevalence of burnout among employees in Palestinian National Authority ministries (23).

This research aims to address several key research gaps in the current understanding of psychological burnout among university students, particularly focusing on the influence of virtual social comparisons. While existing literature acknowledges the prevalence of burnout in academic settings, there is a distinct lack of in-depth exploration into the unique experiences of university students. Additionally, the role of virtual social comparisons in contributing to burnout remains insufficiently nuanced. This study seeks to fill these gaps by examining the intersectionality of factors such as gender, academic level, and residential location in shaping the experience of burnout. Furthermore, it aims to assess the effectiveness of current support systems and interventions while considering the temporal dynamics of burnout throughout a student's academic journey. By addressing these gaps, the research aims to provide valuable insights for the development of targeted and holistic solutions to alleviate psychological burnout among university students in the digital age.

Statement of the problem

The increasing issue of psychological burnout among university students, characterized by emotional exhaustion, cynicism, and a diminished sense of accomplishment, is a pressing concern in the modern educational landscape. Virtual social comparisons, facilitated by social media platforms, have emerged as a potential contributing factor to this burnout. The role of these comparisons in influencing the mental health of university students is a critical area that requires thorough investigation. Understanding the mechanisms through which these comparisons operate and potential variations based on gender, academic level, and residential location is crucial for developing targeted strategies, interventions, and support systems to mitigate the adverse effects on university students' mental well-being in the digital age. This research aims to unravel the complex dynamics surrounding virtual social comparisons and their impact on psychological burnout among students at An-Najah National University, providing valuable insights for the development of holistic and effective solutions.

Research Questions:

The following questions were crafted with the intention of unraveling the intricacies of this relationship, examining potential variations based on factors such as gender, faculty, academic level, and residential location. Through this inquiry, the study seeks to contribute valuable insights that can inform strategies to enhance the mental well-being of university students in the digital age.

What is the role of virtual social comparisons in contributing to the psychological burnout experienced by students at An-Najah National University?
Is there a significant variation in the impact of virtual social comparisons on psychological burnout among students at An-Najah National University, considering factors such as gender, faculty, academic level, and residential location?

After analyzing the quantitative data and extracting the results, the researchers prepared and validated four open-ended research questions to hear the perspectives of (18) students who responded to the interview tool.

What are the negative emotions that dominate you when making virtual comparisons with others on social media?
Have you made any significant life decisions, such as changing your major, due to specific virtual comparisons you observed on social media?
Did virtual social comparisons on social media impact your relationships with family and friends?
Have you ever felt that you are in a bad psychological state due to virtual social comparisons on social media?

The researchers used a mixed-methods descriptive research strategy for this study, which included both quantitative and qualitative procedures. An analytical descriptive technique was used in the quantitative domain with the goal of fully describing, analyzing, and relating the observed phenomenon to its real-world context. The researcher conducted a thorough and rigorous review of relevant information sources pertaining to the study's theme framework. A carefully constructed questionnaire that was created in accordance with the theoretical framework and body of existing research was used to collect data. Simultaneously, the qualitative branch adopted an ethnographic approach, which is a research field study that explores social phenomena.

Study Population:

The study population encompasses all relevant individuals or elements directly related to the investigated educational issue. The researchers seek to extend the generalizability of their findings to this defined population. Hence, the study population consists of all students at An-Najah National University enrolled during the inaugural semester of 2022–2023, within the confines of this study. It is imperative to note that the study aimed to encompass the entire student body.

Study Sample:

Quantitatively, a purposive sampling strategy was employed by the researchers, facilitated by the utilization of Google Forms for survey administration. The sample size initially constituted 405 students. Following the collection of data through the questionnaire, the number of viable surveys suitable for subsequent statistical analysis amounted to 401. The ensuing Table 1 provides an elucidation of the distribution of individuals within the study sample, categorized in accordance with their respective independent variables. Qualitatively, the researchers selected a purposive sample of active students from An-Najah National University who demonstrated notable engagement on social media platforms. The sample consisted of (18) individuals.

Table 1

Distribution of Study Sample According to Independent Variables
Variable	Variable classes	Number	Percentage
Gender	Male	91	22.7
	Female	310	77.3
	Total	401	100.0
Type of faculty	Scientific	199	49.6
	Humanity	202	50.4
	Total	401	100.0
Academic level	First	7	1.7
	Second	165	41.1
	Third	98	24.4
	Fourth	108	26.9
	Fifth	18	4.5
	Sixth	5	1.2
	Total	401	100.0
Place of residence	City	194	48.4
	Village	183	45.6
	Camp	24	6.0
	Total	401	100.0

Study tools:

This study employed two methodological instruments, with the primary tool being a meticulously crafted questionnaire designed to serve as a comprehensive data collection instrument pertaining to the subject under investigation. The questionnaire aimed to explore the influence of virtual social comparisons on the escalation of psychological burnout among students at An-Najah National University. Its construction was informed by a comprehensive review of theoretical frameworks and pertinent prior studies. Comprising a total of 30 items, the questionnaire was methodically structured utilizing a five-point Likert scale, wherein responses were stratified into distinct gradations: strongly agree (5), agree (4), neutral (3), disagree (2), and strongly disagree (1). The demographic section includes questions about gender, college affiliation, academic level, and residential location. The Likert-scale items (1 to 30) explore feelings of jealousy, sadness, frustration, inadequacy, and other emotional responses arising from social comparisons on social media. The survey aims to capture various aspects of emotional well-being in the context of online social comparisons. Further analysis and interpretation of the results are necessary to derive meaningful insights.

Besides, the study used individualized, structured interviews to collect data and back the quantitative data. The researchers crafted (4) structured questions with open-ended conclusions. This approach ensures a systematic and consistent method, promoting reliability and meaningful analysis. The one-on-one setting enhances participant engagement and fosters rich qualitative insights.

Validity of research tools:

After the questionnaire was first developed, with 45 items initially, a thorough assessment of its validity was conducted. The content validity, relevance to study objectives, and alignment with study factors of the questionnaire were evaluated by a group of eight qualified experts and specialists from Palestinian universities. These specialists were entrusted with evaluating each phrase's suitability for assessing the specified constructions. Eighty percent was a significant rate of concurrence. Iterative changes were made in response to their helpful criticism; these included revisions, additions, and deletions of some items. In this arbitration procedure, the majority (80% of the expert panel)'s decisions were crucial. As a result, the list of items was reduced to 30 items. To ensure the validity of the interview questions, the researchers presented them to eight expert arbitrators. They suggested the removal and replacement of certain questions.

Reliability Assessment:

The Cronbach's Alpha coefficient was utilized to determine the reliability of the study instrument. The results showed a remarkable coefficient of (0.96), which was considered extremely appropriate for the study's goals. The researchers used test-retest and inter-rater reliability as two reliability assessment techniques for the interview tool. Using the inter-rater reliability approach, the researchers conducted simultaneous analysis of the qualitative study sample responses using Holsti's equation.

Holsti's Formula = (2 X number of ideas agreed upon in the analysis by the coders) / total number of ideas in the analysis.

In the analysis round, the number of ideas agreed upon by the coders for all questions was 9. The total number of ideas in the analysis round for all questions was (14 + 13 = 27). Thus, 2X 9 = 18 (18/27 = 0.88). Therefore, the reliability coefficient using this formula is 0.88, indicating good reliability for the purposes of this study.

The primary objective of this investigation was to elucidate the influence of virtual social comparisons on the escalation of psychological burnout among students enrolled at An-Najah National University. Furthermore, the study sought to discern potential statistically significant distinctions in the mean responses of the study participants regarding the impact of virtual social comparisons on the intensity of psychological burnout. These distinctions were examined across various demographic variables, including gender, college affiliation, academic level, and residential location.

Quantitative results

To answer the first study question “What is the role of virtual social comparisons in increasing psychological burnout among students at An-Najah National University?”, the mean scores and standard deviations for the items were calculated. The results are presented in Table (2).

Table 2

Means and Standard Deviations of questionnaire items
Item No.	Item	Means	Standard Deviations	Level of agreement
20	I feel less accomplished than others when I compare myself to others on social media	2.73	1.224	Low
18	I get overthinking when I compare myself to others on social media	2.67	1.285	Low
6	I feel like I've made bad choices in my life when comparing myself to others on social media	2.65	1.156	Low
8	I feel socially unfair when I compare myself to others on social media	2.57	1.231	Low
28	I feel a bit bored with my life when I compare myself to others on social media	2.52	1.167	Low
23	I enjoy life less when I compare myself to others on social media	2.51	1.200	Low
15	I experience some stress when comparing myself to others on social media	2.48	1.190	Very low
5	I feel less fortunate than others when I compare myself to others on social media	2.45	1.218	Very low
14	I lose my passion for some things (my studies, for example) when I compare myself to others on social media	2.44	1.171	Very low
22	I feel a bit irritated when I compare myself to others on social media	2.43	1.164	Very low
13	I get tired of comparing myself to others on social media	2.38	1.211	Very low
2	I feel sad when I compare myself to others on social media	2.37	1.170	Very low
3	I get frustrated when I compare myself to others on social media	2.36	1.198	Very low
19	I have negative thoughts about my specialty when I compare myself to others on social media	2.33	1.227	Very low
21	I feel empty inside when I compare myself to others on social media	2.32	1.104	Very low
1	I feel jealous when I compare myself to others on social media	2.30	1.081	Very low
10	I feel dissatisfied with myself when I compare myself to others on social media	2.28	1.148	Very low
11	I experience feelings of failure when comparing myself to others on social media	2.20	1.088	Very low
27	I feel like I have become a hostage of some details when comparing myself to others on social media	2.19	1.128	Very low
7	I feel inferior when comparing myself to others on social media	2.18	1.103	Very low
12	I feel less attractive than others when I compare myself to others on social media	2.17	1.144	Very low
24	I usually try to isolate myself from my surroundings when comparing myself to others on social media	2.16	1.097	Very low
26	I get angry when I compare myself to others on social media	2.14	1.106	Very low
4	I feel helpless when comparing myself to others on social media	2.10	1.045	Very low
30	Sometimes I find myself suffering from physical problems such as headaches, eye pain, or stomach ache when I compare myself to others on social media.	2.01	1.104	Very low
25	I often have trouble sleeping when I compare myself to others on social media	1.98	1.038	Very low
9	My self-esteem decreases when I compare myself to others on social media	1.92	1.094	Very low
17	I have feelings of hatred towards some people when I compare myself to others on social media	1.91	1.001	Very low
29	Sometimes I lose my appetite for food and drink when I compare myself to others on social media	1.90	1.013	Very low
16	Sometimes I feel aggressive when comparing myself to others on social media	1.88	0.977	Very low
Total degree		2.28	.770	Very high

It is evident that the role of virtual social comparisons in increasing psychological burnout among students at An-Najah National University has an average of (2.28) with a standard deviation of (0.77) on the total score. The results from the previous table affirm that the role of virtual social comparisons in increasing psychological burnout among students at An-Najah National University was very low. The highest score was obtained in statement number (20), related to "I feel less accomplished than others when I compare myself to others on social media." It obtained an average of (2.73) with a standard deviation of (1.224), indicating a low level. Following closely is statement number (18), which pertains to "I experience excessive thinking when comparing myself to others on social media," with a mean of (2.67) and a standard deviation of (1.285), also considered low. The lowest score on the scale was obtained by statement number (16), related to "Sometimes I experience feelings of aggression when comparing myself to others on social media," with a mean of (1.88) and a standard deviation of (0.97), indicating a very low level. It is followed by statement number (29), which is about "Sometimes I lose my appetite for food and drink when comparing myself to others on social media," obtaining a mean of (1.90) with a standard deviation of (1.03), also considered very low.

To answer the second question “Is there a significant variation in the impact of virtual social comparisons on psychological burnout among students at An-Najah National University, considering factors such as gender, faculty, academic level, and place of residence?”, the researchers derived sub-questions for ease of analysis.

1. Does gender contribute to a noteworthy variance in the influence of virtual social comparisons on psychological burnout among students at An-Najah National University?

2. Does type of faculty contribute to a noteworthy variance in the influence of virtual social comparisons on psychological burnout among students at An-Najah National University?

3. Does place of residence contribute to a noteworthy variance in the influence of virtual social comparisons on psychological burnout among students at An-Najah National University?

4. Does academic level contribute to a noteworthy variance in the influence of virtual social comparisons on psychological burnout among students at An-Najah National University?

To answer the first two questions, the researchers employed the Independent Samples t-Test, and the results in Table (3) illustrate this.

Table (3): Results of the t-Test for Independent Samples based on gender and type of faculty variables.

Variable	Category	N	M	SD	T	P
Gender	Male	91	2.4919	.92	2.872	0.004
Gender	Female	310	2.2292	.710	2.872	0.004
Type of faculty	Scientific	199	2.25	0.75	-0.828-	0.408
Type of faculty	Humanities	202	2.32	0.97	-0.828-	0.408

The study found statistically significant differences in the mean responses of the study sample regarding the impact of virtual social comparisons on heightened psychological burnout based on gender. The results were below the threshold of 0.05, indicating that these differences were predominantly favoring male students. However, no significant differences were found between the mean responses of the study sample regarding the impact of virtual social comparisons on heightened psychological burnout based on the college variable. The results suggest that virtual social comparisons have a more significant impact on psychological burnout for male students.

To address the third sub-question (Does place of residence contribute to a noteworthy variance in the influence of virtual social comparisons on psychological burnout among students at An-Najah National University?), the researchers utilized the Independent Samples t-Test. The results presented in Table (4) reveal discernible variations in mean scores across different categories. Specifically, the "Camp" category exhibited the highest mean scores, whereas the "City" category demonstrated the lowest mean scores. To assess the statistical significance of these differences in mean scores, the researchers employed the One-Way Analysis of Variance (ANOVA), as elucidated in Table (5).

Table (4): Results of the t-Test for Independent Samples based on place of residence variable.

Variable	Category	N	M	SD
Place of residence	City	194	2.2400	0.76627
	Village	183	2.2550	0.72274
	Camp	24	2.9417	0.94113
	Total	401	2.2889	0.77405

Table (5): One-Way ANOVA Results for the Impact of Virtual Social Comparisons on Psychological Burnout Based on Residential Location

Variable	Source of variation	Sum of square	Degrees of freedom	Means of square	F	P
Place of residence	Between groups	10.900	2	5.450	9.482	0.000
	Among groups	228.764	398	0.575
	Total	239.664	400

The study found significant differences in participants' responses on the role of virtual social comparisons in increasing psychological burnout based on residential location. The significance level which is (0.00) is less than (0.05). The researchers used the Least Significant Difference (LSD) test to determine which category exhibited differences, as shown in Table (6).

Table (6): LSD Test for Pairwise Comparisons Between Means of Place of residence

Comparisons	Village	Camp
City	-0.01497-	**0.70163-
Village		**0.68666-
Camp

The study found that virtual social comparisons increase psychological burnout more significantly among students residing in camps compared to those in cities and villages. The results indicate that students in camps are more likely to experience burnout due to the increased exposure to virtual social comparisons, indicating a potential link between these factors.

To address the fourth sub-question (Does academic level contribute to a noteworthy variance in the influence of virtual social comparisons on psychological burnout among students at An-Najah National University?), the researchers utilized the Independent Samples t-Test. The results presented in Table (7) reveal discernible variations with the highest means observed in favor of the "Fifth Year" category and the lowest means associated with the "First Year" level. To ascertain whether these mean differences have attained statistical significance, the researchers employed One-Way Analysis of Variance (ANOVA), as depicted in Table (8).

Table (7): Results of the t-Test for Independent Samples based on place of residence variable

Variable	Category	N	M	SD
Academic level	First year	7	1.90	0.92
	Second year	165	2.21	0.73
	Third year	98	2.35	0.78
	Fourth year	108	2.32	0.79
	Fifth year	18	2.50	0.82
	Six year	5	2.33	1.08
	Total	401	2.28	.770

Table (8): One-Way ANOVA Results for the Impact of Virtual Social Comparisons on Psychological Burnout Based on academic level

Variable	Source of variation	Sum of square	Degrees of freedom	Means of square	F	P
Place of residence	Between groups	3.278	5	0.656	1.096	0.362
	Among groups	236.386	395	0.598
	Total	239.664	400

The study found no significant differences in participants' responses on the role of virtual social comparisons in increasing psychological burnout based on academic level.

Qualitative Results:

Results of the first question

What are the negative emotions that dominate you when making virtual comparisons with others on social media?

As table (9) shows (Students 2, 3, and 5) agreed on experiencing negative emotions that consistently led them to imitate others to appear similar. Students 1, 7, and 8 agreed that it resulted in a lack of self-confidence. Students 2, 4, 9, 11, 12, 16, 17, and 18 agreed that it generated feelings of envy and sadness. Meanwhile, students 2, 5, and 8 agreed that it gave rise to feelings of self-hatred. Additionally, students 2, 3, 5, 13, and 18 concurred that they felt inferior to others. Students 12 and 13 agreed that it brought about feelings of failure, while students 1 and 7 agreed that they did not experience any negative emotions.

Table (9): Frequencies related to question 1 of the interview

No.	Emotions	Frequencies
1	Generate negative feelings that always lead them to imitate others.	3
2	Result in a lack of self-confidence.	3
3	Give rise to feelings of envy and sadness.	8
4	Instigate feelings of self-hatred in students.	5
5	Plague them with feelings of inferiority to others.	2
6	Generate feelings of failure in them.	2
7	Do not generate any negative feelings in them.	2

The majority of respondents found that virtual comparisons negatively impacted students, with eight feeling insecure, five feeling self-loathing, and three feeling constantly copied. Two reported feeling inferior, two sad and jealous, two feeling like failures, and two feeling nothing at all. The study suggests that addressing these issues can help students feel more confident and successful.

Results of the second question

Have you made any significant life decisions, such as changing your major, due to specific virtual comparisons you observed on social media?

A careful look at table (10) below demonstrates that (Participants 2, 3, 6, 7, 9, 10, 11, 12, 17, 16, 18) agreed that virtual comparisons played a role in their making life-altering decisions related to their studies, engaging in side jobs alongside their studies, increasing religious commitment, and taking the initiative to showcase their talents. Some students made significant life decisions, such as delaying a year of study to persuade their parents to travel abroad, which ultimately changed their lives, leading them to buy luxurious cars and expensive clothing. In contrast, (Participants 1, 4, 5, 8, 13, 14, 15) agreed that virtual comparisons did not influence them to make significant life decisions.

Table (10): Frequencies related to question 2 of the interview

No.	Emotions	Frequencies
1	Virtual comparisons played a role in my making crucial decisions	11
2	Virtual comparisons did not push them to make any fateful decisions in their lives	7

The study reveals that 11 out of the sample (18) made significant life decisions due to virtual comparisons on social media, affecting their studies, employment, and talent showcase. However, some students did not feel influenced by social comparisons and perceived the world of social media as artificial.

Results of the third question

Did virtual social comparisons on social media impact your relationships with family and friends?

(Participants 2, 3, 4, 6, 11, 12, 16, 17, 18) agreed that virtual comparisons affected them, leading to isolation from their families and relatives. Meanwhile, (Participants 2, 11, 18) agreed that virtual comparisons prompted some to abandon certain friendships. On the other hand, (Participants 1, 5, 8, 9, 10, 13, 14, 15) agreed that virtual comparisons did not affect their family relationships and friendships as depicted in table (11).

Table (11): Frequencies related to question 3 of the interview

No.	Emotions	Frequencies
1	Virtual comparisons affected them and led them to isolate themselves from their families and relatives	10
2	Virtual comparisons have led some to abandon some of their friends	3
3	Virtual comparisons did not affect their family relationships with friends.	8

The table reveals varying opinions on the impact of virtual comparisons on students' relationships with family and friends. 10 students felt isolated from their families, while 8 did not. Three students reported hypothetical comparisons leading to the abandonment of friends. Overall, the study highlights the varied opinions on the effects of virtual comparisons on relationships.

Results of the fourth question

Have you ever felt that you are in a bad psychological state due to virtual social comparisons on social media?

Table (12) shows that students (2, 3, 4, 5, 6, 9, 11, 12, 16, 17, and 18) agreed that virtual comparisons affected their psychological state very significantly because they felt that those who were watching them had the ability to achieve their ambitions to a great extent, specifically buying luxury cars, when watching people traveling, or when comparing Their lives are like the lives of Gulf Arabs, for example, or the lives of foreigners. (I, 1, 7, 8, 10, 13, 14, and 15) agreed that it did not leave any negative effects on them.

Table (12): Frequencies related to question 3 of the interview

No.	Emotions	Frequencies
1	Virtual comparisons affected their psychological state very significantly	10
2	Virtual comparisons did not leave any negative effects on them.	3

The study at An-Najah National University found that virtual social comparisons among students have a minimal impact, aligning with the Social Comparison Theory. This theory suggests that individuals engage in social comparisons to assess their abilities and opinions. The low overall impact of virtual social comparisons (average score of 2.28, standard deviation of 0.77) could be attributed to the cultural resilience and strong community ties inherent in Palestinian society. In Palestinian society, shared experiences, collective identity, and community solidarity are highly valued, and ideals of cooperation and solidarity are fundamental in determining how people view themselves and others. The study suggests that people tend to compare themselves with others in their immediate social circles, such as friends, family, and neighbors, due to the emphasis on shared cultural values rather than external influences.

In Palestinian culture, traditional gender roles significantly influence societal expectations and individual aspirations. These roles dictate distinct roles, responsibilities, and expectations for men and women within the community. Male students may experience heightened scrutiny and expectations in academic and career domains due to these gender norms. Cultural expectations regarding men as providers and protectors of the family often lead to increased sensitivity to social comparisons in academic and career-related contexts. Men may face societal expectations to be the primary breadwinners, achieving success in professions that contribute to family financial stability. This societal construct may heighten the impact of virtual social comparisons on male students, as their achievements are closely tied to broader cultural notions of success and societal contribution.

In academia, where competition and comparison are inherent, male students may experience additional pressure to meet or exceed societal expectations. The impact of virtual social comparisons may be magnified for male students, influencing their psychological well-being as they navigate academic life challenges. These gender dynamics are not static but are subject to change over time due to societal shifts, educational advancements, and evolving cultural attitudes. Understanding the influence of traditional gender roles provides valuable insights into the observed differences in the impact of virtual social comparisons on male and female students within Palestinian culture.

The absence of significant differences in faculty type among students at An-Najah National University reflects a shared cultural resilience within the Palestinian context. This is in line with the Social Comparison Theory, which suggests that individuals seek comparisons within their immediate social groups. The Palestinian cultural context, with a strong sense of collective identity, often leads to shared cultural values, societal expectations, and coping mechanisms. This shared cultural context, despite pursuing different disciplines, allows students to draw from a collective pool of cultural resources and coping strategies when faced with virtual social comparisons. The shared academic environment, characterized by shared campus spaces, extracurricular activities, and communal experiences, fosters a sense of interconnectedness among students, influencing their perceptions and responses to external influences, including virtual social comparisons. This cultural resilience highlights the importance of the collective Palestinian cultural context in shaping attitudes and responses to virtual social comparisons, aligning with the principles of the Social Comparison Theory.

The study reveals that students residing in Palestinian refugee camps face unique challenges connected to socio-political and economic factors. These camps, often established after historical events, represent spaces of resilience but also embody the enduring consequences of displacement. The challenging circumstances, including limited resources, crowded living conditions, and restricted access to opportunities, contribute to an environment where individuals may experience heightened psychological strain. The Social Comparison Theory recognizes that external factors, such as living conditions, play a pivotal role in amplifying the effects of social comparisons. In Palestinian culture, the collective experience of displacement and resilience of those in camps fosters a strong sense of solidarity and shared identity. However, the constraints within these living environments create a unique set of stressors, with daily struggles for basic necessities and aspirations for a better future creating a dynamic backdrop against which social comparisons unfold. The findings suggest that students in camps may be more susceptible to the impact of virtual social comparisons due to the compounded stressors associated with their living conditions.

The variation across academic levels corresponds with the developmental nature of stressors, as outlined by the Social Comparison Theory. As students progress through their academic journeys, they encounter evolving challenges and expectations. The observed highest means in the "Fifth Year" category and lowest in the "First Year" level suggest a dynamic relationship between academic advancement and the impact of virtual social comparisons.

In summary, the study's findings align with the tenets of the Social Comparison Theory, emphasizing the influence of cultural resilience, gender roles, communal support structures, living conditions, and developmental stressors on the impact of virtual social comparisons among students at An-Najah National University. Further exploration and qualitative research are warranted to delve deeper into individual experiences and coping mechanisms in this context.

The quantitative analysis found that virtual comparisons on social media can trigger negative emotions such as insecurity, self-hatred, envy, sadness, and feelings of failure. These feelings can lead to significant life decisions, such as changes in majors, life-altering choices related to studies, employment, and talent showcasing. Some students may delay academic years for travel, leading to expensive purchases. However, some students feel unaffected by virtual comparisons and perceive the online world as artificial. The impact extends to relationships, with some students experiencing feelings of isolation and distancing from certain friendships. The psychological well-being of students is also a concern, as virtual comparisons can lead to negative perceptions of others' potential to achieve their goals. However, not all students experience negative impacts from virtual comparisons.

In the context of An-Najah National University, the study reveals that virtual social comparisons, while having a minimal overall impact, bear significant nuances influenced by Palestinian cultural dynamics. Aligned with the Social Comparison Theory, the research highlights the importance of communal ties, gender roles, living conditions, and developmental stressors in shaping students' responses to virtual comparisons.

Traditional gender roles in Palestinian society contribute to observed variations. Men, adhering to societal expectations of academic and career success, may face heightened sensitivity to virtual comparisons. The pressure to fulfill roles as providers and protectors intensifies the impact of comparisons on their psychological well-being, reflecting the evolving nature of gender roles within Palestinian culture. The absence of significant differences based on faculty type suggests a shared cultural resilience among students, resonating with the Social Comparison Theory. Palestinian cultural context, emphasizing collective identity and shared values, allows students to draw from common coping mechanisms despite pursuing diverse academic disciplines.

Unique challenges faced by students in Palestinian refugee camps, rooted in socio-political and economic factors, contribute to heightened susceptibility to virtual social comparisons. The study recognizes the compounding stressors within camp environments, emphasizing the influence of living conditions on the impact of virtual comparisons. Variations across academic levels align with the developmental stressors outlined by the Social Comparison Theory. As students progress through their academic journeys, evolving challenges and expectations shape their responses to virtual social comparisons. The highest means in the "Fifth Year" category and lowest in the "First Year" level reflect this dynamic relationship.

This research on the impact of virtual social comparisons on students at An-Najah National University in the Palestinian context offers valuable insights for various stakeholders. It provides administrators and counselors with insights into the unique challenges faced by students, guiding the development of tailored support programs and workshops. Faculty members and educators can benefit from the knowledge to foster a supportive learning environment and implement strategies to mitigate the negative impacts of social comparisons. Students can benefit from understanding the psychological effects of virtual comparisons, leading to more informed decision-making. Parents and families can gain insights into the challenges their children face in the digital realm, facilitating open conversations and emotional support. Researchers in social psychology, cultural studies, and technology can benefit from the research, while community organizations can benefit from understanding social dynamics influencing students.

The study has several limitations. The sample size of participants may limit the generalizability of the findings. The demographic representation of the student population may not fully capture the diversity, and the cross-sectional nature of the research may limit the ability to draw conclusions about causality or changes in perceptions over time. The reliance on self-reported data introduces social desirability bias, which could impact the accuracy of responses on sensitive topics.

Ethics approval and consent to participate:

The original study has been performed in accordance with the Human Research Ethics Committee and have been approved by the Deanship of the Scientific Research of An-Najah National University (Approval is attached) where the researchers were affiliated. The participants received oral and written information and provided oral informed consent before participating in the study.

Consent for publication: Not Applicable

Availability of data and materials: Data is available upon request from the corresponding author

Competing interests: The authors declare no competing interests.

Funding: None

Authors' contributions: OJ: Background, Literature Review, Theoretical Framework Development, Conceptual Clarity, Manuscript Drafting and Final Drafting and Approval. MS: Citation Management, Manuscript Review, and Language Editing. HS: Conceptualization and Design, Manuscript Drafting and Oversight and Coordination. YA: Data Collection, Data Analysis, Methodological Expertise and Results Interpretation.

Acknowledgements: We express our sincere gratitude to An-Najah National University for graciously granting us the opportunity to conduct our research study within its academic community. The university's support and collaboration have been instrumental in the successful execution of our project. We extend our heartfelt appreciation to the participants of this study. Their willingness to engage, share insights, and contribute valuable information has been invaluable to the depth and quality of our research. Their cooperation and commitment have significantly enriched our understanding of the subject matter.

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No competing interests reported.

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Unraveling the Impact of Virtual Social Comparisons on Psychological Burnout among An-Najah National University Students: A mixed method study

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