Association of online and offline autonomy and competence with internalizing symptoms among adolescents during the COVID-19 lockdown in Perú

• In Event: Poster Session 09
  In Poster Session: PS 09 Topic - Technology, Media & Child Development

Abstract

Introduction
Autonomy, relatedness, and competence – the central tenets of Self-Determination Theory (SDT) – are critical for well-being. Conversely, the obstruction of those needs can be an underlying risk factor of psychopathology (Ryan & Deci, 2000). Developmentally, a central goal of adolescence is the pursuit of autonomy and independence (Dahl et al., 2018). However, the COVID-19 pandemic and the call for social isolation has curbed avenues for adolescents to realize these and other developmental tasks, putting many youth at risk for anxiety and depression (Golberstein et al., 2020). Here, we explore how engagement in online spaces might mitigate the lockdown’s negative effects on well-being (Allen et al., 2014).

Hypotheses and Population
In this observational study, we investigate how a sense of subjective autonomy and competence, both online and offline, relate to anxiety and depression during COVID-19 among adolescents (11-17 years) in Perú. We hypothesized that a strong general sense of autonomy and competence while engaging in online activities might not be associated with internalizing symptoms in cases when offline autonomy and competence are low. However, given the nature of the lockdown and the limitations on physical experiences, we tested possible interactions between offline and online experiences. For example, we investigated the possibility that online autonomy is indeed associated with lower internalizing symptoms when there is also high offline autonomy. We looked at this relationship first in an exploratory sample during week nine of lockdown (n=1635; 54.5% female), and then sought to verify our preliminary findings in a non-overlapping confirmatory sample (n=2155; 52.8% female) during week ten (Preregistration: https://osf.io/htqmy/).

Methods
Data were collected from low and middle-income 6th to 11th graders across 63 charter schools in Perú. We began weekly data collection on April 20, 2020 (1.5 months into the national lockdown) and ended on May 29, 2020. We developed an original six-item scale to capture subjective autonomy and competence online and offline, as well as a two-item scale to assess state-level anxiety and depression since the start of quarantine. Taking a cross-sectional approach, we investigated grade and gender differences, and examined how one’s perception of autonomy and competence online and offline is correlated with self-reported anxiety and depression.

Results
Findings were largely stable across both samples. Compared to males, females reported less autonomy and competence both online and offline. Older grades reported higher autonomy online and offline, as well as higher offline competence. But, there were no grade-related differences for online competence. Higher offline autonomy and competence were associated with lower internalizing scores. However, in the exploratory sample only, we observed that autonomy online was positively correlated with internalizing scores. This effect was not observed for online competence (Table 1).

Conclusion
During lockdown, lower offline autonomy and competence were associated with higher levels of internalizing symptoms. While the online sphere might offer opportunities for adolescents to fulfill developmental tasks, our data indicated that virtual experiences are insufficient means to reduce the negative effects of physical restrictions in the context of a global pandemic.

Authors

• Estelle L. Berger, University of Oregon
  Presenting Author

• Jennifer H. Pfeifer, University of Oregon
  Non-Presenting Author

• Ron E Dahl, University of California, Berkeley
  Non-Presenting Author

• Lucía Magis-Weinberg, University of Washington
  Non-Presenting Author