Interaction Between Virtual Identity and Real Identity: Dual Identities

Abstract

This study examines the interaction between virtual and real identities and explores middle school students' perceptions of dual identities using a qualitative approach. Employing a phenomenological research design, semi-structured interviews were conducted with 30 middle school students in Malatya. The data were supported by audio recordings and analyzed descriptively, revealing themes related to identity construction, privacy concerns, social acceptance, and self-expression challenges. Findings indicate that students selectively reflect their real-world characteristics online due to privacy and safety concerns, while simultaneously constructing identities influenced by social acceptance and experimentation. Positive online interactions enhance students' self-confidence and social skills offline, whereas negative experiences, such as cyberbullying, result in diminished self-expression. Participants demonstrated significant awareness of identity differences between online and offline contexts, often highlighting increased freedom and reduced social pressure in digital environments. The study emphasizes the necessity of digital literacy and ethical communication education to address challenges in managing virtual identities.