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Social Media
How does Social Media and technology affect adolescent emotional
development?
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
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,
approach over four years, in order to gather both correlational and causal relationship evidence.
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.
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.
Lester, L., Cross, D., & Shaw, T. (2012). Problem behaviours, traditional bullying and
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
Subjects: According to the study that was taken in Western Australia, there was a total of 1745
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
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,
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 8th grade to the end of 9th 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.
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
Text Information: Chapter 5: Peer Groups 147-151, Chapter 7: Work, Leisure, and Media
203-205.
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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
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
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
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
Text Information: Chapter 5: Peer Groups 147-149, Chapter 8: Identity 213-216, Chapter 13:
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
doi:10.1080/13632752.2012.704227
Lester, L., Cross, D., & Shaw, T. (2012). Problem behaviours, traditional bullying and
Steinberg, L. (2017). Adolescence (11th ed.). New York, NY: McGraw-Hill Education.