<![CDATA[Social media are important spaces in which young adults manage and communicate representations of themselves. Within the educational domain, educational identity development reflects individuals' involvement in commitment, in-depth exploration, and reconsideration of commitment regarding educational choices. This study examined educational identity development as a predictor of social media self-presentation among young adults. A quantitative predictive-correlational design was employed with 89 young-adult participants recruited through nonprobability accidental sampling, comprising 70 women (78.7%) and 19 men (21.3%). Educational identity development was assessed using the 13-item educational domain of the Indonesian version of the Utrecht-Management of Identity Commitments Scale (U-MICS). Social media self-presentation was assessed using an adapted 10-item self-presentation scale derived from the Self-Presentation Tactics Scale–Assertive. Data were analyzed using Pearson correlation and simple linear regression. The results showed a significant positive association between educational identity development and social media self-presentation (r=.455, p<.001). The regression model was significant, F(1,87)=22.70, p<.001, and explained 20.7% of the variance in social media self-presentation (R^2=.207). Educational identity development was a positive predictor (B=.454, β=.455, 95% CI [.265, .644]). The findings indicate that involvement in educational identity processes is associated with a greater tendency to manage self-representations on social media; however, the cross-sectional design does not support causal conclusions. ABSTRAK Media sosial menjadi ruang penting bagi dewasa awal untuk mengatur dan mengomunikasikan representasi dirinya. Dalam konteks pendidikan, educational identity development mencerminkan keterlibatan individu dalam proses komitmen, eksplorasi mendalam, dan peninjauan kembali komitmen terhadap pilihan pendidikan. Penelitian ini bertujuan menguji educational identity development sebagai prediktor social media self-presentation pada dewasa awal. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional prediktif dan melibatkan 89 partisipan dewasa awal yang diperoleh melalui nonprobability sampling dengan teknik accidental sampling, terdiri atas 70 perempuan (78,7%) dan 19 laki-laki (21,3%). Educational identity development diukur menggunakan domain pendidikan Utrecht-Management of Identity Commitments Scale (U-MICS) versi Indonesia sebanyak 13 butir. Social media self-presentation diukur menggunakan adaptasi skala presentasi diri 10 butir dari modifikasi Self-Presentation Tactics Scale–Assertive. Data dianalisis melalui korelasi Pearson dan regresi linear sederhana. Hasil menunjukkan hubungan positif yang signifikan antara educational identity development dan social media self-presentation (r=0,455; p<0,001). Model regresi terbukti signifikan, F(1,87)=22,70; p<0,001, serta menjelaskan 20,7% varians social media self-presentation (R^2=0,207). Educational identity development merupakan prediktor positif yang signifikan (B=0,454; β=0,455; 95% CI [0,265, 0,644]). Temuan membuktikan bahwa keterlibatan dalam proses identitas pendidikan berkaitan dengan kecenderungan mengelola representasi diri di media sosial. ]]>
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