<p>Studies have examined mothers’ social media use and social comparison of themselves to others. However, there has been limited research on their use of social media within educational settings and how they compare their children to others. Since intensive mothering (IM) is the dominant motherhood ideology in many Western and Asian countries, exposure to social media was expected to reinforce IM’s hegemonic status. Therefore, this paper explored how exposure to four social media sources (celebrities, social media influencers, ordinary mothers, and friends) is associated with IM, and how IM relates to mothers’ comparison of their children regarding academic performance. Two-wave longitudinal data were collected from the United States (US) and Singapore (SG). After testing measurement invariance, multigroup structural equation modeling was conducted. Among SG mothers (<i>N</i> = 290), exposure to educational information from social media influencers and friends positively predicted endorsement of IM, which was positively associated with comparison of children. Among US mothers (<i>N</i> = 504), exposure to social media influencers and celebrities demonstrated the same effects. Testing the invariance of path coefficients revealed that only the effect of friends’ social media on IM is moderated by the group membership. Overall, the results showed that mothers’ social media use regarding education reinforces support for perfect mothering, which may lead to social comparison of their children’s academic performance. Findings imply that social media contribute to the prevalence of IM despite cultural differences. Stronger endorsement for IM and child comparison may impose additional pressure on both mothers and children.</p>