Fear for Online Adolescents

The research literature regarding fears associated with online activities of adolescents was reviewed and assessed in relation to earlier research reported by the author. The original qualitative study focused on the interactions between the social networks of young adolescents and their computer usage. Particular attention was devoted to determining whether heavy computer use tended to isolate adolescent users. The findings challenged the common attributions of prevalent danger, that heavy youthful computer users would experience social isolation. That earlier research led to further questioning of the potential harm of computer use in relation to contagion effects and alarms raised regarding sexual solicitation via the Internet. Recent literature was examined to assess whether danger warnings have been magnified, distorted, or manipulated for ideological purposes. Contrary to popular considerations, the interpersonal lives and computer activities of early adolescents reciprocally reinforced patterns of behavior that lowered the likelihood of risk behaviors to a significantly greater degree than did direct parental involvement. Recommendations to responsible adults were offered to re-focus energies and efforts in directions that would support appropriate computer use and promote pro-social behaviors of online adolescents.

The Role of Law in Adolescent Online Social Communication and Behavior

What in the world is a chapter on law doing in a book on psychology, behavior and affect (that’s af’ ekt, not ? fekt’)? Well, the analogy of a game comes to mind. The psychologist may ask such questions as, why do the players do what they do? How do they feel about the activity? How do they interact with other players? Certainly these questions are important. But at the same time the players have to play by the rules. And that’s where the law comes in.

Internet Affordances and Teens' Social Communication

As the Internet has been adopted and integrated in the daily lives of an increasing number of young adolescents in western countries, scholars and commentators are debating and speculating on the impact of these new media on the activities, social relationships and worldview of the young generation. The communication environment has become more and more complex, as youth combine the use of electronic mail, open forums, chat rooms, instant messenger and social networking sites. In this chapter the author argues that the use of different social applications, partially define the structure and content of social communication and association. In this chapter the author reviews the literature on the motivations for the use of each social application and the impact of the use on the type, size and quality of social ties that are maintained and created.

Misconceptions About Being Digital

Many academics have stated that the perceived decline in education is attributed to the change in the students themselves; that students today think differently, process information differently, and get bored with traditional schooling techniques; they are the digital generation. While the authors agree that technology such as electronic games provide a wealth of opportunities and are strong advocates of the use of these methods, they do not think that the digital generation learns any differently than previous generations, or children who have never been exposed to computing of any kind. Within this chapter the authors will expose the myth about today’s media spoiled students and suggest how the creative mind can be captivated in both traditional and digital teaching environments. They will document several surveys and experiments, and highlight the success of teaching role-play classes face-to-face and in a constructivist digital environment.

Effects of Motives for Internet Use, Aloneness, and Age Identity Gratifications on Online Social Behaviors and Social Support among Adolescents

The advent of new media technologies, such as e-mail, blogs, MSN, online games, mobile phones, iPods, MP3, PS3, NDS, video on demand (VOD), and DVDs, to name a few, has dramatically changed both the nature and number of social compensation and mood management devices available to most youngsters. Although previous research has examined how the Internet has become an important resource for information and entertainment, little research has focused on the ways in which individuals use the Internet for social communication and support. In particular, how personality traits, such as perception of aloneness and age identity gratifications, together with motives for Internet use impact Internet habits and perceived social support are much-neglected areas of research. This chapter investigates how differences in these constructs among adolescents and children influence their online social behavior (such as use of instant messaging, online games, and participating in forums).

Language Learning and Social Communication Using Chat Rooms

Information and communication technologies (ICT) have become an inevitable part of adolescents’ daily life and have caused macro and micro changes that are shaping the societies in which adolescents of the future will live. As a two-way real time communication tool, chat rooms are one of the most popular forms of ICT in adolescents’ daily life. Adolescents use ICT for meaningful communication and social interaction with their peers and relatives. Following are some of the purposes for interacting through chat rooms: staying current in what matters to them, shopping, entertainment, creating personal web pages, and, yes, completing homework assignments. These activities can promote opportunities for purposeful communication that leads to increased language production and social interaction as well as promotes higher order thinking skills. The purpose of this chapter is to highlight issues on chat rooms as a two-way real time communication tools frequently used by adolescents with an emphasis on the effects of chat rooms on adolescents’ second language development with a comprehensive review of literature.

Unravelling the Web

It has been alleged by some academics that excessive Internet use can be pathological and addictive. This chapter reviews what is known from the empirical literature on “Internet addiction” and its derivatives (e.g., Internet Addiction Disorder, Pathological Internet Use etc.) and assesses to what extent it exists. The chapter briefly overviews (i) the history and concept of Internet addiction, (ii) research on (adolescent and adult) Internet addiction, (iii) the attraction of the online world to adolescents, (iv) Internet users in their own words, an (v) an examination of online versus offline identity. The chapter has demonstrated that research into adolescent Internet addiction is a relatively little studied phenomenon although most effects found among adult users are thought to occur among adolescents too. In conclusion it would appear that if Internet addiction does indeed exist, it affects only a relatively small percentage of the online population and there is very little evidence that it is problematic among adolescents.

Identifying Risk Factors and Enhancing Protective Factors to Prevent Adolescent Victimization on the Internet

The Internet is widely used among adolescents. Although the Internet is a beneficial tool for youth, some children and adolescents are at risk for being victimized online. Media reports portraying online predators and their victims have received increasing publicity. However, some information in these stories can be inaccurate or misleading. Therefore, it is important that mental health professionals and parents receive accurate information about online victimization in order to protect youth from harm. The purpose of this chapter is to provide research-based information on adolescent Internet use and the risk factors associated with online victimization. Further, recommendations for increasing protective factors are provided as a means to keep youth safe while using the Internet.

Do High School Students Benefit from the Children's Internet Protection Act?

The Children’s Internet Protection Act (CIPA; 2000) requires an Internet filtering and public awareness strategy to protect children under 17 from harmful visual Internet depictions and has been implemented nationwide since 2001. However, little literature is available documenting its impacts on children’s Internet safety. This chapter first reviews CIPA as well as other existing regulations in protecting children on the Internet. It then presents empirical evidence that CIPA is associated with a decrease in high school students’ Internet use at school but does not appear to have a beneficial effect on their knowledge of Internet safety or opportunities for Internet safety education.

Connected at any Cost

The goal of this chapter is to explore the formation of online relationships in the dual contexts of adolescent cognitive and psychosocial development and characteristics of Internet communication technologies. Research revealed that teens use the Internet to support existing, offline relationships and that such use is associated with closer relationships. For those who form online relationships, these are viewed as close or even romantic in nature. However, when compared along various dimensions, online relationships demonstrate weaker ties than do offline relationships. In general, extroverted teens are more likely to form online relationships, although, if that is their purpose, so do introverted teens. Forming online relationships may rest with the teen’s awareness of how to present him or herself given the anonymity of the cue-free Internet environment.