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Summary of all Literature; Youth Culture in a Digital World
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All articles and literature from Youth Culture in a Digital World summarized (year 2023/2024), Lectures 1 to 8.
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Literatuur: Youth Culture in a Digital WorldHoorcollege 8:
Smartphone use and academic performance: A literature review –
S. Amez & S. Baert, 2020
Negative association between students’ frequency of phone usage
and academic success. However, reported associations cannot be
given a casual interpretation, due to self-reported information and as
results are relatively small.
The impact of banning mobile phones in Swedish secondary
schools – Kessel et al., 2020
No impact on academic success in Swedish secondary schools after
a phone ban was installed. These results may differ from previous
study’s results (like the UK phone ban, which yielded positive results
regarding academic performance) due to country-specific factors and
incomparable school systems.
Hoorcollege 7:
Social Media and Well-being: pitfalls, progress, and next steps –
Kross et al., 2021
Social Media can have both positive and negative effects, depending
on who uses it and how they use it. The positive effects include
social support, self-esteem, and information sharing. The negative
effects include social comparison, cyber-bullying and trolling, spread
of moral outrage (= rapid dissemination and amplification of strong
moral reactions to a particular issue or event), and a negative
impact on the well-being. The impact of these effects varies
depending on the contextual factors.
Social media use and it’s impact on adolescents mental health: an
umbrella review of the evidence – Valkenburg et al., 2022
Meta analyses indicated weak associations of SMU (=Social Media
use) with both higher levels of ill-being (= clinically diagnosed
mental disorders and non-clinical symptoms of mental distress) and
well-being (= positive mental health indicators). The effects of SMU
were generally small, inconsistent, and required nuanced
interpretation. A person-specific approach to capture the impact of
SMU is needed.
Hoorcollege 6:
Predicting adolescents’ problematic social media use from profiles
of internet-specific parenting practices and general parenting
dimensions – Geurts et al., 2023
, Three parenting profiles were identified; Limiting/Less supportive
(L/LS), Tolerant/Supportive (T/S), and Limiting/Supportive (L/S). Over-
time adolescents in the Tolerant/Supportive profile consistently
scored low on PSMU (= problematic social media use) compared
L/LS, and Limiting/Supportive scored lower at specific waves
compared to L/LS. This suggests that parenting characterized by
support and autonomy-granting, rather than strict internet
restrictions, is associated with lower levels of PSMU.
Parenting and problematic social media use: a systematic review –
Vossen et al., 2019
- Parent-child relationship and PSMU: Adolescents with a better
relationship with their parents report fewer symptoms of
problematic social media use.
- Family climate and PSMU: Supportive family environments and
high rates of satisfaction with family life lead to fewer reports of
PSMU.
- General parenting and PSMU: Positive parenting practices are
related to fewer symptoms of PSMU. Inconsistency and
psychological control in parenting are correlated with more
symptoms of PSMU.
Active mediation = Supporting or guiding media use. Inconclusive
relation with PSMU.
Parental Phubbing = Parental media use during parent-child
interactions. Positively associated with PSMU.
Hoorcollege 5:
Normative, passionate, or problematic? Identification of
adolescent gamer subtypes over time – Peeters et al., 2019
Three different gamer subtypes were identified, being Recreational
gamers, Engaged gamers, and Problematic gamers.
Differences in gaming behavior among adolescents include
variations in the duration, frequency, perceived social problems,
conflicts with significant others, and problems at school. Problematic
gaming can negatively impact the psychosocial development,
potentially laying the foundation for more severe problems later in
life.
Prior studies have identified associations between problematic
gaming and life satisfaction, social competence, attention, and
gender differences; boys are more likely to report problematic
gaming than girls.
Psychosocial characteristic, including impulsivity, hyperactivity,
attention problems, and social competence, also influence
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