![]() ![]() ![]() New behaviors and ways of interacting with the world emerge as adolescents adjust to the plethora of biological, physical, and social changes that accompany puberty and movement into adult roles ( Hollenstein & Lougheed, 2013). Little is known about the details of what adolescents actually see and do with their screens, second-to-second, during use.Īdolescence is characterized by a variety of developmental tasks, including academic achievement in secondary school, engagement with peers, abidance of laws and moral rules of conduct, identity exploration and cohesion, and exploration of romantic relationships ( McCormick, Kuo, & Masten, 2011). Generalizations in both the scientific literature and popular press are almost exclusively based on surveys of what adolescents remember and later report. Surveys, the current de facto standard for describing digital life landscapes, regularly ask adolescents how they use media ( Lenhart et al., 2015 Rideout & Robb, 2018). Smartphones, in particular, are prized personal possessions that are used many hours per day to gather and share information, facilitate a variety of entertainment and peer communication behaviors, and interfere with homework and sleep (e.g., Pea, et al., 2012 O’Keefle & Clarke-Pearson, 2011 Strasburger, Hogan & Mulligan, 2013 American Academy of Pediatrics, 2018). The data about adolescents’ digital lives suggest that media are important – probably as important as any other socialization source during this period of the life course ( Calvert & Wilson, 2010 Gerwin et al., 2018 Twenge, 2017).
0 Comments
Leave a Reply. |