Video calls and self-perception: New research examines “Zoom dysmorphia” in students

With the rise of video conferencing during the COVID-19 pandemic, many students became hyper-aware of their appearance on screen, leading to a phenomenon known as Zoom dysmorphia. A new study finds that students with higher self-efficacy are less affected by this issue, while those with greater dysmorphic concern experience it more intensely.

As the pandemic forced education to shift online, students were exposed to their own reflections on-screen for extended periods. This constant self-viewing led many to fixate on perceived imperfections, an experience that has been termed Zoom dysmorphia. The phenomenon shares similarities with body dysmorphic disorder, a mental health condition characterized by obsessive concerns about physical appearance. Some individuals reported feeling uncomfortable or dissatisfied with how they looked on camera, sometimes leading to an increased interest in cosmetic procedures.

Although previous research has examined the psychological effects of prolonged video conferencing, little was known about how individual traits, such as self-efficacy and dysmorphic concern, might contribute to Zoom dysmorphia. Self-efficacy influences how people perceive and respond to challenges, including negative self-image.

Meanwhile, dysmorphic concern is associated with excessive preoccupation with minor or imagined physical flaws, making it a potential risk factor for Zoom dysmorphia. The researchers aimed to determine whether students with greater self-efficacy were less affected by Zoom dysmorphia and whether those with higher dysmorphic concern were more vulnerable to it.

The study was conducted at Jahrom University of Medical Sciences in Iran, focusing on undergraduate students who had spent at least one year in online education during the pandemic. A total of 250 students were invited to participate, and 179 completed the study. The researchers used three questionnaires to measure Zoom dysmorphia, self-efficacy, and dysmorphic concern.

The Body Dysmorphic Disorder Metacognition Questionnaire (BDDMC-Q) was used to assess Zoom dysmorphia. This tool measured factors such as metacognitive control strategies, beliefs about appearance, and behaviors aimed at managing appearance-related distress. The General Self-Efficacy Scale measured students’ confidence in their ability to handle challenges. Lastly, the Dysmorphic Concern Questionnaire assessed the extent to which students were preoccupied with their physical appearance.

The results indicated that medical students experienced moderate levels of Zoom dysmorphia, with an average score of 65.93 on the BDDMC-Q scale. Self-efficacy was also moderate, while dysmorphic concern was relatively low compared to clinical thresholds for body dysmorphic disorder.

Dysmorphic concern showed a strong positive correlation with Zoom dysmorphia, meaning that students who were more worried about their appearance were more likely to experience distress related to video conferencing. Specifically, the researchers found that for every increase in dysmorphic concern, Zoom dysmorphia scores increased significantly.

Self-efficacy, on the other hand, had a reducing effect on Zoom dysmorphia. Students with higher self-efficacy were less likely to report negative feelings about their appearance during video calls. However, the effect of self-efficacy was weaker compared to that of dysmorphic concern. The researchers also found that self-efficacy moderated the relationship between dysmorphic concern and Zoom dysmorphia. In other words, students who had higher self-efficacy were less affected by their concerns about appearance, suggesting that confidence in one’s abilities can act as a psychological buffer against Zoom dysmorphia.

Interestingly, gender and field of study were not significantly associated with Zoom dysmorphia. This finding contrasts with some previous research suggesting that women tend to report greater body image concerns than men. However, in the context of video conferencing, the focus is primarily on facial appearance rather than body shape, which may explain why gender differences were not observed. Additionally, medical students—who are trained to critically evaluate health and appearance—may approach their self-image differently than students in other disciplines.

There are some limitations to note. The sample consisted only of medical students from one university, which limits the generalizability of the findings to students from other disciplines or cultural backgrounds. Additionally, the study relied on self-reported questionnaires, which can be influenced by individual perceptions and biases.

Another limitation is that the study was cross-sectional, meaning it captured data at a single point in time. Future research could use longitudinal designs to track changes in Zoom dysmorphia over time and examine whether increased exposure to video conferencing leads to worsening or improvement in self-perception. Future studies could also explore other psychological factors that may influence Zoom dysmorphia, such as social anxiety, self-esteem, and perfectionism.

The study, “Zoom dysmorphia in medical students: the role of dysmorphic concern and self-efficacy in online environments amidst COVID-19 pandemic,” was authored by by Leili Mosalanejad, Zahra Karimian, Reyhaneh Ayaz, Sara Maghsodzadeh, and Mina Sefidfard.