Internet Use and Well-Being in Adolescence

By Elisheva F. Gross, Jaana Juvonen, Shelly L. Gable. 2002

631 citations recorded by the source corpus.

Subfields: Communication, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/4d74c235735280b15c3b3f6f6b8135c9b610db48

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Citations in the corpus

Internet Communication and Its Relation to Well-Being: Identifying Some Underlying Mechanisms (2007, methodology): “…positive relations (Kraut et al., 1998, 2002 [study 2, only for introverts]), others found negative relations (Moody, 2001; Shaw & Gant, 2002), and yet others reported no significant relations (Gross et al., 2002; Kraut et al., 2002 [study 1]; Leung, 2002; Waestlund et al., 2001; Weiser, 2001).”
Online Communication and Adolescent Social Ties: Who benefits more from Internet use? (2009, background): “For instance, Gross et al. (2002) found that teens with strong connections to school-based peers use the Internet to seek out additional opportunities to interact with them, while teens who felt lonely and socially anxious tried online communication with strangers.”
Social Networking Sites, Depression, and Anxiety: A Systematic Review (2016, background): “SNSs may therefore be contributing additional benefit to their users by creating another domain in which individuals can access, or have greater perceived access to, social support, especially with individuals for whom face-to-face interaction is difficult [123-125].”
The Digital Self: How Social Media Serves as a Setting that Shapes Youth’s Emotional Experiences (2015, background): “Gross et al. (2002) found that adolescents who are socially anxious or lonely at school are more likely to use instant messaging to communicate with individuals who they do not know well, which is in line with recent findings (e.g., Valkenburg and Peter 2007a).”
Friend Networking Sites and Their Relationship to Adolescents' Well-Being and Social Self-Esteem (2006, neutral): “7,8 Two reasons may findings on the relationships between Internet use, did investigate the differential effects of types of Internet use, but the selection of these types usually did not follow from a theoretical anticipation of their consequences for self-esteem and well-being.”
Psychological Well-Being and Internet Addiction among University Students. (2013, background): “Along with these there are also some educational harms like wasting of time (Griffiths, 2000), decrease in academic performance (Aboujaoude, 2010; Kubey, Lavin, and Barrows, 2001), communication problems with peers (Gross et al., 2002; Morahan-Martin and Schumacher, 2000).”
Precursors and Underlying Processes of Adolescents' Online Self-Disclosure: Developing and Testing an “Internet-Attribute-Perception” Model (2006, background): “…are (a) critical in adolescence (Elkind & Bowen, 1979) and (b) crucial precursors of adolescents’ online and/or offline self-disclosure (Cheek & Buss, 1981; Franzoi & Davis, 1985; Gross et al., 2002; La Greca & Lopez, 1998): social anxiety, private self-consciousness, and public self-consciousness.”
The internet as psychological laboratory. (2006, background): “…and has found that although overall time online did not have negative effects on dispositional or daily well-being in a sample of early adolescents, instant messaging activity among close peers was a unique contributor to increased daily social anxiety and loneliness in school (Gross et al. 2002).”
A Systematic Review of Recent Research on Adolescent Social Connectedness and Mental Health with Internet Technology Use (2015, background): “…of Psychiatry (Park et al. 2012), Behaviour Change (Donchi and Moore 2004), Internal Journal of Behavioral Development (Punamäkia et al. 2009), the Journal of Adolescence (Holtz and Appel 2011), the Journal of Social Issues (Gross et al. 2002), Psychology in the Schools (Dempsey et al. 2009), and.”
Older Adolescents' Motivations for Social Network Site Use: The Influence of Gender, Group Identity, and Collective Self-Esteem (2009, neutral): “14,15 Boys focus on features and entertainment; girls seem more interested the relational aspects of social media.”
Taking risks when communicating on the Internet: the role of offline social-psychological factors in young people's vulnerability to online risks (2007, background): “…(c.12 years old) found no relation – either positive or negative – between time spent online and well-being in general, but it did find that those who felt lonely or socially anxious were more likely to use instant messaging to communication with people they did not know well (Gross et al. 2002).”
Preliminary Development of a Model and Measure of Computer-Mediated Communication (CMC) Competence (2006, background): “Gross, Juvonen, and Gable (2002, p. 85) found that teenagers ‘‘who, on average, reported feeling more daily loneliness or social anxiety in school were more likely to communicate with a stranger than with a friend or close friend after school.’’”
The internet and social life. (2004, background): “In California, 13-year-olds use their home computer as essentially another telephone to chat and exchange “instant messages” with their school friends (Gross et al. 2002).”
Automatic detection of cyberbullying in social media text (2018, background): “Moreover, they are a place where people engage in social interaction, oﬀering the possibility to establish new relationships and maintain existing friendships (Gross et al., 2002; Mckenna & Bargh, 1999).”
Developing a Model of Adolescent Friendship Formation on the Internet (2005, neutral): “Gross et al. 20 found that socially anxious adolescents communicate online more often with strangers.”