A Systematic Review of Recent Research on Adolescent Social Connectedness and Mental Health with Internet Technology Use

Abstract

An increase in the use of online technology among adolescents has influenced their sense of connectedness in various ways. Some studies suggest that there are positive aspects of online technology, especially in providing opportunities for youth to develop and maintain a sense of connectedness in an online environment, while other studies suggest that young people's use of online technology creates the opposite and leads to feelings of loneliness, depression and social anxiety, and creates mental health challenges among adolescents. Although a substantial number of studies suggests that young people stay in the digital landscape for social activities, there have been few studies that have addressed its effects on feelings of connectedness and mental health. This study reports the findings of a systematic review of recent research addressing the associations between adolescents' sense of social connectedness and Internet technology use. Adolescents are becoming accustomed to technology and remaining in the virtual playground in part to experience the positive reinforcement of social connections. Although Internet technology might provide additional opportunities for adolescents to seek emotional connection with friends and school, this study suggests that real-life social skills are still a necessary foundation for them to use technology in a beneficial way. Taken collectively, the articles reviewed suggest that adults who interact with youth should incorporate Internet technology into their work, and consider the development of a digital landscape to promote adolescents' social connectedness.

Problematic Online Behaviors among Adolescents and Emerging Adults: Associations between Cyberbullying Perpetration, Problematic Social Media Use, and Psychosocial Factors

“…SC, which is negatively associated with loneliness, social discomfort, social distress, and depression (Lee et al 2001), plays a vital role on adolescents' lives and psychosocial development. Individuals, particularly during adolescence, need and search to connect to their peers and loved ones (Wu et al 2016). Students with higher SC report more subjective wellbeing (Jose et al 2012) and maintain a healthier development.…”

Possible Effects of Internet Use on Cognitive Development in Adolescence

“…For example, early reviews examining the relationship between Internet use and social development focused on evidence from investigations of chat room or instant messaging activities (Subrahmanyam & Greenfield, 2008;Valkenburg & Peter, 2009), whereas more recent reviews have focused on evidence from investigations of social media use (Spies Shapiro & Margolin, 2014;Wu, Outley, Matarrita-Cascante, & Murphrey, 2015). While both older and newer reviews on this topic suggest that online behaviors involving offline friends have the capability of strengthening relationships during adolescence, newer reviews were able to integrate more evidence to suggest baseline social skills increase the chance for adolescents to reap the benefits of social media use (Spies Shapiro & Margolin, 2014).…”

The Use, Impact, and Unintended Consequences of Mobile Web-Enabled Devices in University Classrooms

“…The majority of Information Systems research has highlighted the positive consequences of technology use among people, particularly young people (Cobcroft, Towers, Smith & Bruns, 2006;Munzur, 2013;Tarafdar, Gupta & Turel, 2013;Wu, et al, 2015). Positive consequences include improved motivation and engagement of students (Carter, 2014;Ley et al, 2014), a heightened sense of social connectedness (Wu et al, 2015), improved collaboration, encourage independent learning, and support for students with social, behavioural and cognitive problems (Cobcroft et al, 2006).…”

“…Positive consequences include improved motivation and engagement of students (Carter, 2014;Ley et al, 2014), a heightened sense of social connectedness (Wu et al, 2015), improved collaboration, encourage independent learning, and support for students with social, behavioural and cognitive problems (Cobcroft et al, 2006). Junco and Cotton (2011) found that the use of mobile web-enabled devices in the teaching and learning processes created unintended social support.…”

“…Junco and Cotton (2011) found that the use of mobile web-enabled devices in the teaching and learning processes created unintended social support. Research has also highlighted several negative consequences of technology use, including work-life balance, increased stress, lowliness, depression, and social isolation and anxiety (Fischer & Smolnik, 2014;Wu et al, 2015). Mobile web-enabled devices can also be a distraction in a classroom and disrupt academic activity (Inal et al, 2012;Lepp, Barkley & Karpinski, 2014).…”