Poster #236 - Does social messaging media use predict externalizing and internalizing behavior problems in adolescents?

• In Event: 1-115 - Poster Session 03
  In Poster Session: PS 03 Section - Technology, Media & Child Development

Integrative Statement

The Internet and mobile phone technology’s social messaging components are integral in the lives of adolescents. Recent Pew surveys show that 95% of teens have smartphone access and 45% report being online “almost constantly.” The effects of such technology use on youth adjustment has been studied but often focuses on one adjustment domain with simple measures of social messaging media use. Researchers have concluded that how users are affected by the Internet and social messaging media depends on personal and situational variables, rather than time spent online. Among college students, significant associations were found between negative attitudes and behaviors regarding Internet use and poorer adjustment to college. Overall time spent online was not associated with adjustment. We seek to determine if and how such online attitudes and behaviors are linked to indexes of externalizing (attention problems and hyperactivity) and internalizing problems (anxiety and depression) among high school students in the United States.
Method
Participants were 614 9th and 11th grade students from three high schools in a metropolitan area (56% male; 44% female). The sample had a mean age of 15.2 years old (SD = 1.1) and was 70% Caucasian.
We focused on four variables that indexed self-reported youth Internet/social messaging use. Two variables assessed overall frequency of text (TXT, 5 items) and social networking site (SNS, 3 items) use. An academic social messaging variable (ACAD, 8 items) looking at whether students were texting, messaging, and using social media while in class and while doing homework was also computed. Finally, we created an index of problematic Internet use (PIU, 15 items). Internet use variables were reliable (alphas range from .74 - .92). Indexes of externalizing (attention problems and hyperactivity) and internalizing problems (depression and anxiety) were taken from youth self-reports on Reynolds and Kamphaus (2004) Behavior Assessment for Children-Self Report of Personality (Adolescent)-2 (alphas > .80).
Results and Discussion
All participants in the study used the Internet, and 86% said they went online at least daily. We used multiple regression with Internet/social messaging variables predicting the four adjustment variables (see Table 1). Analyses were conducted controlling for grade, sex, and ethnicity. The Internet/social messaging variables combined to predict 11-22 percent of the variance in internalizing and externalizing behavior problems in high school students. Overall texting and social networking site use were not associated with behavior problems in any regression model. Problematic Internet Use was associated with more behavior problems of all types. Finally, using social message media while engaged in academic tasks was associated with higher externalizing behavior problems, but not internalizing ones.
Our findings replicate those obtained with college-age students regarding Problematic Internet Use in a large high school sample. In addition, social networking and messaging while engaged in academic work (in class or while doing homework) was positively associated with hyperactivity and inattention, two markers of externalizing behavior problems. For youth who show ADHD tendencies, we may need to monitor, and perhaps limit, students social networking and messaging during academic work, as their online behaviors may exacerbate their conditions.

Authors

• Rich Lanthier, George Washington University
  Presenting Author

• Quinn Koelfgen Smelser, George Washingston University
  Non-Presenting Author

• Andrew Campbell, Hood College
  Non-Presenting Author