PERCEIVED IMPACT OF USING SOCIAL MEDIA AS AN ARTISTIC PORTFOLIO ON MOTIVATION

Abstract

The aim of this study is to examine the perceived impact of undergraduate students’ use of socialmedia as artistic portfolios on their motivation in the Department of Art Education, Division of Painting Education at a state university in Ankara. The study included 24 second-, third-, and fourthyearstudents during the 2025–2026 academic year. Using a qualitative research approach, data were collected through an open-ended questionnaire and semi-structured interviews and analyzed using descriptive analysis. The study focused on the social media platform Instagram. The findings indicate that social media is actively used by students for creating artistic portfolios, digital archiving, and ensuring professional visibility. Senior students evaluate the platform more strategically with respect to job opportunities, whereas junior students use it more for inspiration and exploration. The effect of social media on motivation was found to be twofold: while constructive feedback, visibility, and a sense of belonging support artistic production, factors such as like-related anxiety, social comparison, and algorithmic influences may lead to feelings of inadequacy and psychological distress. As a result, it was concluded that the studio environment remains the primary learning space, whereas social media serves as a complementary tool that supports art education when used critically. Accordingly, it is recommended that social media be integrated into visual arts education, consciously and strategically.