This document summarizes several studies on teenagers' use of the internet and social media. It finds that while online risks exist, internet and social media use can also provide developmental benefits to teens such as facilitating friendships and interests. The document advocates for parents and educators to take a balanced approach by having open discussions with teens and guiding their safe and productive online activities rather than restricting access. It also discusses research showing that while video games are often blamed for negative effects, characteristics of game play can relate to improved mood, attention, and civic engagement for teens when played in moderation.

1. Fiona Griswold
EPSY 430: Early Adolescent Development
June 21, 2009

2.  News stories about social networking sites (e.g.,
Facebook, MySpace) usually of the “horror” variety…
consequences of cyberbullying and now, increase in
“sexting”
 Problems should not be minimized, but they are
extensions of problems in the “offline” world.
Parents, schools and law enforcement not keeping up
with technology.
 Teen use of Internet (in general) and social media
sites (specifically) can have valuable developmental
benefits (Ito 2008, Lenhart 2007, 2008; Tynes 2007)

3.  Study Design:
 Phone survey with 935 teens (ages 12-17) and a parent (conducted
October & November 2006)
 Nationally representative sample
 Key Findings:
 93% teens use Internet (61% use daily)
 64% of online teens are “content creators”; two-thirds create more
than one type of content
 Girls more likely to create content than boys; nearly half of teen
content created by “younger teens”
 Teens active online are also active offline—no evidence that offline
activities ignored in favor of more online time
 Telephone (landline or cell) still most common form of contact
between friends

4.  Study Design:
 Three-year, $50-mil study funded by MacArthur Foundation.
 Mixed-methods approach: 23 case studies conducted by 28
researchers using surveys, semi-structured interviews, diary
studies and focus-group interviews.
 Key Findings:
 Teens use online media to “extend friendships and interests”
 “Friendship-driven” networks
 “Interest-driven” networks
 Teens engage in peer-based, self-directed learning online
 Some teens “geek out”

5.  Many parents & educators concerned about teen
safety on Internet—some calls to keep teens offline.
 Statistics on Internet dangers exaggerated by media
 Argues that Internet use offers educational benefits
including:
 Critical thinking and argumentation (chat & boards)
 Cross-cultural & interracial interaction
 Identity exploration

6.  Adults should facilitate teen’s use of Internet and
digital media and play an active role in guiding teens.
 Alternatives to restricting Internet access:
 Have frank discussions with teens about benefits and risks of
Internet use
 Help teens protect their privacy
 Work with teens to develop an “exit strategy” to use if they feel
threatened

7.  Video games (and their violent content) also
frequently targeted by media for their negative
effects on teens
 Oft-cited meta-analysis video game violence by
Anderson and Bushman (2001) and follow-up study
(2004).
 Should be concerned about which teens are playing
what games and for how long, but to brand all gaming
as bad is also a disservice.

8.  Short-term improvement of mood and attention
(Russell & Newton 2008)
 Improving design of educational media (Maunders
& Borko 2008)

9.  Study Design:
 Phone survey of 1,102 teens (ages 12-17) and a parent conducted
Nov 07 to Feb 08
 Key Findings:
 97% of respondents played video games (for boys, 99%):
younger boys most likely, older girls least like to play
 Most played multiple genres; top five reported genres: racing,
puzzle, sports, action, adventure
 Boys are more likely to play adult-rated games than girls
 76% play with friends some of the time (in person or online)

10.  Parents of Gamers
 most monitor play at least some of the time
 More than half always monitor ratings of games
 67% didn’t feel gaming had any effect (+ or -) on their children
 Civic Engagement:
 Certain qualities of game play consistently positive relationship to civic
outcomes
 “Characteristics of game play and contexts in which teens play are
strongly related to teens’ interest and engagement in civic and
political activities”