Redefining the Self through Digital Narratives: Identity Transformation among Postgraduate Students Engaging with YouTube Self-Improvement Content
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Abstract
Digital media plays a pivotal role in shaping identity, especially among young adults undergoing academic and personal transitions. While previous studies have explored the behavioral effects of media use, limited attention has been given to how individuals internalize self-improvement content and derive meaning from it in the context of identity transformation. This study addresses that gap by asking: How do postgraduate students experience and interpret identity transformation after engaging with self-improvement content on YouTube?
Adopting an interpretative phenomenological approach, the study explores the subjective meanings participants attach to their engagement with motivational digital media. Data were gathered through in-depth, semi-structured interviews with ten postgraduate students who regularly watched self-improvement videos on YouTube.
Interpretative Phenomenological Analysis (IPA) revealed four core themes: YouTube as a reflective mirror, internalization of aspirational values, identity realignment, and emotional empowerment. These findings suggest that YouTube serves not only as a source of information or entertainment but also as a framework for reimagining self-concept and future direction.
Participants’ narratives highlight a transformative relationship between media consumption and personal development, especially during times of academic pressure or self-doubt. This study enhances understanding of digital media's impact by offering a lived-experience perspective, emphasizing the importance of meaning-making in media engagement. It contributes to media and identity studies and opens new avenues for interdisciplinary research on the reflective and emotional roles of digital media.
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