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State University of New York at Fredonia

Social Media
How does Social Media and technology affect adolescent emotional
development?

Cassidy Vorndran, Brie Thompson, Haley Smith, and Robert Walters


Group 3
EDU-224-02
Dr. Simmons
October 18, 2017
Social Media
How does Social Media and technology affect adolescent emotional development?
Group 3
Page 2

Topic: ​Social Media

Research Question:​ How does Social Media and technology affect adolescent emotional

development?

Ciarrochi, J., Parker, P., Sahdra, B., Marshall, S., Jackson, C., Gloster, A. T., & Heaven, P.

(2016). The development of compulsive internet use and mental health: a four-year

study of adolescence. ​Developmental Psychology​, ​52​(2), 272-283.

doi: 10.1080/13632752.2012.704227

Purpose of Study: ​ To determine whether excessive internet use leads to mental health

problems, hoping that results will show the causes of compulsive Internet use (CIU) and who is

becoming addicted.

Subjects:​ In Study 1, participants totaled: 2,068 students in grade 8, 2,081 in grade 9, 2,023 in

grade 10, and 1,735 in grade 11 (roughly 1:1 male to female). Study 2 used grade 11 from the

previous year and a new sample from grade 10, which consisted of 687 participants. The

majority of adolescents in the study identified as Caucasian, but 2% were Indigenous Australian

and 3%, Asian. The socio-economic status for the study was based off the parents’ jobs; 25% of

mothers and 25% of fathers were reported to be holding professional, technical or managerial

positions, 19% of mothers were reported sales clerical jobs, and 34% of fathers reported trades,

production, and labor professions.

Summary of Methodology:​ The studies conducted were longitudinal, using a multiwave

approach over four years, in order to gather both correlational and causal relationship evidence.

In Study 1, participants completed a ten-item questionnaire of internet addiction characteristics,

mirroring the DSM, rating their usage from 0 to 4 (never to very often). Among these
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characteristics were symptoms of withdrawal, a sense losing control, and confliction with other

endeavors. Using the GHQ-12, mental health was evaluated on a 12-item survey, with a 5-point

scale of frequency from 1 to 5; rating stress, dejection, and the level of usefulness they felt. A

higher score indicated a lower level of mental health. In Study 2, participants completed​ The

Internet Behavior Questionnaire​, rating from 1 to 5 how often they used the internet for things

such as information seeking, messaging, social media, and downloading files, over the past 6

months. Mental health and CIU of participants were recorded the same way as Study 1.

Summary of Outcomes/Findings:​ Study 1 included two figures of data concerning the effect

that CIU had on mental health; the first concluded that CIU directly correlated with the

development of poor mental health. Figure 2 showed that internet addiction and poor mental

health was higher among females grades 8-11. Study 1 did not identify specific internet

behaviors associated with CIU and mental health. Study 2 proved within both genders state that

CIU was associated with internet behavior. Internet addiction among the genders appeared to be

equal although they participated in different internet activities; females in social media, and

males in recreation. Poor mental health did not correlate with CIU. Future research was needed

to examine the effects of specific mental health problems such as social phobia and loneliness.

Relationship of Outcomes/Findings to Purpose of Study:​ The results of the Study 1 showed

that females were more likely to become addicted to technology and have poor mental health.

The second study showed that as long as they used the Internet for the same amount of time, both

genders were still equally risking addiction also showed that usually by grade 11 they're less

likely to have poor mental health do to internet use. CIU is common in all realms of internet

addictiveness and is forming our young minds of the world from an early age.

Text Information:​ Chapter 7: Work, Leisure, and Media 196-203.


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How does Social Media and technology affect adolescent emotional development?
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Lester, L., Cross, D., & Shaw, T. (2012). Problem behaviours, traditional bullying and

cyberbullying among adolescents: longitudinal analyses. ​Emotional &

Behavioural Difficulties​, ​17​(3-4), 435-447. doi: 10.1080/13632752.2012.704313

Purpose of Study: ​To examine the relationship between problem behaviors, traditional bullying,

and cyberbullying. More specifically to see if adolescents engaging in problem behaviors leads

to cyber and traditional bullying later down the road.

Subjects:​ According to the study that was taken in Western Australia, there was a total of 1745

adolescents in grade 8 approximately 12 years old and 1616 adolescents in grade 9

approximately 14 years old. The schools’ the study used were stratified by the number of

students and the school's socio-economic status. The study looked at both males and females in

Australian Catholic schools.

Summary of Methodology:​ Using the Supportive Schools Project, longitudinal data of bullying

and cyberbullying victimisation and participation were studied. Following the approval from the

human research ethics board, and parental consent, four waves of data were compiled from

participants between 2005 and 2007. Victimisation was assessed using a seven-item self-report

questionnaire with a 1 to 5 point scale, asking participants whether they had been subject to

bullying via physical violence or mental abuse; a higher victimisation score--averaged from the

seven items--shows more experience as a victim. Perpetration scores were similarly calculated,

showing how often a participant is involved in traditional bullying. A higher perpetration score

correlates to a higher participation in acts of bullying. Cyber Victimization and perpetration were

analyzed using two items--the frequency of receiving/sending hurtful text messages, and unkind

messages via internet. Scores were calculated by averaging the items, similar to the traditional
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victimisation and perpetration. Problem behaviors were also rated, based on involvement

activities such as in physical violence, destroying property, and smoking or drinking alcohol,

using a five-point scale, creating a score by averaging six items.

Summary of Outcomes/Findings: ​This study included multiple tables of data showing different

results. Table 1 showed that cyberbullying and problem behaviors increased from the beginning

of 8​th​ grade to the end of 9​th​ grade. Table 2 showed that traditional bullying and cyberbullying

were significantly correlated with each other and with the level of engagement in problem

behaviors. The hypothesis that cyberbullying represents an independent factor over traditional

bullying for an increase in problem behaviors was not supported in this study. Therefore,

problem behavior is supported for direct traditional bullying, but not for cyberbullying.

Researchers from this study believe that as technology increases and online access of adolescents

increase, it is possible that excessive internet use will encourage the likelihood of cyberbullying

behavior.

Relationship of Outcomes/Findings to Purpose of Study: ​Problem behaviors in the

adolescent's life can give way to cyber and traditional bullying at a young age. The study goes on

to say that cyber victimization is directly correlated with the time spent in school. Also showing

that one in four students that are affected by this have engaged in fighting or drinking within the

last month of the act. Table 2 showing the cyber and traditional bullying were expenantionaly in

correlation with problem behaviors in teens. Finally it shows that participants who engage in

problem behaviors were also later on engaging in bullying and cyberbullying.

Text Information:​ Chapter 5: Peer Groups 147-151, Chapter 7: Work, Leisure, and Media

203-205.
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Olenik-Shemesh, D., Heiman, T., & Eden, S. (2012). Cyberbullying victimisation in

adolescence: relationships with loneliness and depressive mood. ​Emotional &

Behavioural Difficulties​, ​17​(3-4), 361-374. doi: 10.1080/13632752.2012.704227

Purpose of Study: ​With the increased use of technology in recent years cyberbullying is

affecting adolescents throughout the world. The study seeks out to see the short term and long

term emotional distress and disturbances cyber bullying may cause. Going into the

cybervictimiztion of teens they attempt to find out any increases in depressive and or lonely

moods.

Subjects:​ According to the study, there was a total of 242 adolescents that participated, 117

males and 125 females ranging from the age 13 to 16. The study was located in Israel and

conducted with Jewish Israeli adolescents. The school principal reported the socio-economic

level the distribution was 10% low, 35% low-medium, 40% medium-high, and 15% high based

on the parents’ education and salary.

Summary of Methodology:​ Subsequent to approval of the research ethics board, school

principal, and parents of participants, adolescents anonymously completed questionnaires

measuring cyber bullying, loneliness, and depression,while supervised by a researcher. The

28-item questionnaire on cyberbullying focused on internet usage, experience of exposure to

traditional bullying and cyberbullying as a victim, bystander and participant, passively being a

bystander in bullying, and outlooks and thoughts on bullying. The questionnaires were also

translated, and re-translated, to Hebrew and back to English. The 17-item questionnaire on

loneliness used a 1 to 5, five-point scale, showing social and emotional loneliness by asking

about participants’ feelings about making friends and being left out. Participants rated feelings of
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constant sadness and blame, using a three-point Likert scale from 0 to 2, a higher score

indicating a higher rate of depression.

Summary of Outcomes/Findings: ​ In this study, loneliness and depression explained some

change in cyber-victimization in adolescents. The data showed that cyber victims reported

significantly more loneliness than those who were not cyber victims. The data also showed that

higher depression among cyber victims. More teenagers suffer traditional victimization than

cyber-victimization, however, a significant number of teenagers are cyber victims. More girls

than boys were cyber victims, similar to traditional bullying.

​Relationship of Outcomes/Findings to Purpose of Study: ​In light of the results the study

comes to find that more participants are affected by traditional bullying rather than

cyberbullying. The study also showing that girls are very more likely to be victims of

cyberbullying and traditional bullying than boys. As for the Depression and Loneliness tests

there was not much difference in gender. Rather they found that cyber victims experience much

more extensive loneliness and depression than those who were not being bullied. Also the cyber

victims having a substantial increase in loneliness to their traditional victim counterparts. The

overlying goal of the study was to understand the adolescent while going through cyberbullying

and comparing it to traditional bullying. The results finding that the cyber victimization of teens

does increase depressive and lonely moods and tendencies.

Text Information:​ Chapter 5: Peer Groups 147-149, Chapter 8: Identity 213-216, Chapter 13:

Psychosocial Problems in Adolescence 372-373.


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How does Social Media and technology affect adolescent emotional development?
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References

Ciarrochi, J., Parker, P., Sahdra, B., Marshall, S., Jackson, C., Gloster, A. T., & Heaven, P.

(2016). The development of compulsive internet use and mental health: A four-year

study of adolescence. ​Developmental Psychology​, ​52​(2), 272-283.

doi:10.1080/13632752.2012.704227

Lester, L., Cross, D., & Shaw, T. (2012). Problem behaviours, traditional bullying and

cyberbullying among adolescents: Longitudinal analyses. ​Emotional &

Behavioural Difficulties​, ​17​(3-4), 435-447. doi:10.1080/13632752.2012.704313

Olenik-Shemesh, D., Heiman, T., & Eden, S. (2012). Cyberbullying victimisation in

adolescence: Relationships with loneliness and depressive mood. ​Emotional &

Behavioural Difficulties​, ​17​(3-4), 361-374. doi:10.1080/13632752.2012.704227

Steinberg, L. (2017). ​Adolescence​ (11th ed.). New York, NY: McGraw-Hill Education.

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