Different types of Internet use, depression, and social anxiety: The role of perceived friendship quality

Selfhout, Maarten; Branje, Susan; Delsing, Marc J. M. H.; Bogt, Tom ter; Meeus, Wim

doi:10.1016/j.adolescence.2008.10.011

Cited by 280 publications

(184 citation statements)

References 40 publications

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“…[22][23][24][25][26][27] Acceptance by and contact with peers is an important element of adolescent life. The intensity of the online world is thought to be a factor that may trigger depression in some adolescents.…”

Section: Facebook Depressionmentioning

confidence: 99%

The Impact of Social Media on Children, Adolescents, and Families

O’Keeffe¹,

2011

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Using social media Web sites is among the most common activity of today's children and adolescents. Any Web site that allows social interaction is considered a social media site, including social networking sites such as Facebook, MySpace, and Twitter; gaming sites and virtual worlds such as Club Penguin, Second Life, and the Sims; video sites such as YouTube; and blogs. Such sites offer today's youth a portal for entertainment and communication and have grown exponentially in recent years. For this reason, it is important that parents become aware of the nature of social media sites, given that not all of them are healthy environments for children and adolescents. Pediatricians are in a unique position to help families understand these sites and to encourage healthy use and urge parents to monitor for potential problems with cyberbullying, “Facebook depression,” sexting, and exposure to inappropriate content.

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Section: Facebook Depressionmentioning

confidence: 99%

The Impact of Social Media on Children, Adolescents, and Families

O’Keeffe¹,

2011

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“…Such data suggest that time dedicated to a typical online session is a better indicator than the weekly frequency, because online time in years and weekly online frequency seem not be useful indicators. This is in line with Griffiths' (2010) Psychosocial aspects of teenagers' lives (such as relationships with family and friends, educational context and cultural framework) should also be taken into account (Appel, Holtz, Stiglbauer & Batinic, 2012;Selfhout, Branje, Delsing, ter Bogt & Meeus, 2009). …”

Section: Discussionmentioning

confidence: 58%

Problematic Internet use in British adolescents: An exploration of the addictive symptomatology

Lopez-Fernandez

Honrubia-Serrano

Gibson

et al. 2014

Computers in Human Behavior

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Research into online addictions has increased substantially over the last decade, particularly amongst youth. This study adapted the Problematic Internet Entertainment Use Scale for Adolescents [PIEUSA] for use with a British population. The adapted scale was used to (i) validate the instrument for English-speaking adolescent samples, (ii) estimate the prevalence of adolescent online problem users and describe their profile, and (iii) assess the accuracy of the scale's classification of symptomatology. A survey was administered to 1097 adolescents aged between 11 and 18 years. The results indicated that (i) reliability of the adapted scale was excellent; factor validity showed unidimensionality, and construct validity was adequate. The findings also indicated that (ii) prevalence of online problem users was 5.2% and that they were more likely to younger males that engaged in online gaming for more than two hours most days. The majority of online problem users displayed negative addictive symptoms, especially 'loss of control' and 'conflict'. The adapted scale showed (iii) very good sensitivity, specificity, and classification accuracy, and was able to clearly differentiate between problem and non-problem users. The results suggest certain differences between adolescent and adult online problem users based in the predominance of slightly different psychological components.

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“…Much of children ' s leisure time was consumed by computer games and the Internet and its negative infl uence on psychosocial development has been clearly demonstrated (28 -31) . Mobile children who have lower levels of social support may spend their time building weak ties through the Internet, or time for constructive social activities is displaced by computer games, as suggested by the " rich-get-richer " or " poor-get-poorer " effect (29,30) . The negative infl uence of computer games on children has become a national concern in the Chinese Mainland (32) .…”

Section: Discussionmentioning

confidence: 99%

Differential outcomes of psychosocial development among local and mobile children in two school types in Beijing and Shanghai

Chan

Lai

Choi

et al. 2011

International Journal on Disability and Human Development

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Background: Adjustment of rural-to-urban migration in China is a challenge to mobile children and after-school activities can be an important resource to children ' s development of social support and resilience. Objective: This study compared levels of social support and resilience of children with different migration status and school type. The infl uence of after-school activities on social support and resilience was examined simultaneously with the effect of school type. Study group: A sample of 925 junior secondary 1 -3 students from three Beijing and one Shanghai middle schools. Methods: A cross-sectional survey design was adopted, using a self-administered questionnaire covering areas of gender, age, school type, migration status, after-school activities participation, and psychosocial measures on resilience and social support. Results: One-way ANOVA showed that levels of social support and resilience were lower in mobile children and children studying in migrant schools. Multiple regression analyses identifi ed several multivariately adjusted predictors of social support and resilience, including positive predictors of talking to parents and homework/studying and a negative predictor of electronic/online games. The grouping by activity interaction identifi ed also suggested differential effects of activities on resilience and social support in the children. Conclusions: After school education programs for mobile children are crucial to their positive adjustment in order to produce better development outcomes for urban living. Programmatic activities for mobile children should promote interaction with parents and studying, and prevent or minimize the opportunity to play electronic/online games.

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Different types of Internet use, depression, and social anxiety: The role of perceived friendship quality

Cited by 280 publications

References 40 publications

The Impact of Social Media on Children, Adolescents, and Families

The Impact of Social Media on Children, Adolescents, and Families

Problematic Internet use in British adolescents: An exploration of the addictive symptomatology

Differential outcomes of psychosocial development among local and mobile children in two school types in Beijing and Shanghai

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