Teens, social media, and privacy

By Mary Madden, A. Lenhart, S. Cortesi, Urs Gasser, Maeve Duggan, Aaron Smith. 2013

725 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/85a34e83a655c4c2abe1344679d24f35b4cee140

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Citations in the corpus

A Global Research Agenda for Children's Rights in the Digital Age (2014, background): “Some trends are now beginning in the South and spreading northwards—for instance, the nature of changing use as “mobile first” becomes common (Madden et al., 2013).”
Picture Perfect: The Direct Effect of Manipulated Instagram Photos on Body Image in Adolescent Girls (2018, background): “Girls using Instagram are also frequently exposed to photographs of people from their own network, such as friends, classmates, and peers (Madden et al., 2013).”
Social Media Use and Perceived Social Isolation Among Young Adults in the U.S (2017, background): “Finally, instead of accurately representing reality, social media feeds are in fact highly curated by their owners.(34) Exposure to such highly idealized representations of”
How and Why Educators Use Twitter: A Survey of the Field (2014, background): “Twitter is likely to remain an important piece of the social media landscape at least in the short term, as overall use of the service has doubled since 2010, and use among teens has increased as well (Madden et al., 2013).”
Measuring Large-Scale Social Networks with High Resolution (2014, background): “Similarly, as shown in [116], choosing users with a large network and many interactions on Facebook may lead to overestimation of diversity in the ego-networks.”
Who Makes Trends? Understanding Demographic Biases in Crowdsourced Recommendations (2017, background): “For example, Madden et al. (Madden et al. 2013) explored how teenagers use different social media sites.”
The Mobile Generation: Youth and Adolescent Ownership and Use of New Media (2014, background): “Furthermore, research examining the impact of SNSs on various aspects of adolescent development suggests that certain types of online posts impact self-esteem (Valkenburg, Peter, & Schouten, 2006).”
The datafied child: The dataveillance of children and implications for their rights (2017, background): “As they begin to use social media themselves and make connections with each other, children must also confront the implications of the types of participatory or social surveillance they exercise on each other via social media (Madden et al., 2013).”
Exploring the Relationships Between Different Types of Facebook Use, Perceived Online Social Support, and Adolescents’ Depressed Mood (2016, background): “Public Facebook activities, such as status updating (e.g., Ong et al., 2011) or photo posting (e.g., Madden et al., 2013) are popular among adolescents.”
Understanding the Role of Technology in Adolescent Dating and Dating Violence (2015, methodology): “Texting and posting on a SNS (mostly Facebook) were the main methods of technology used by adolescents.”
Using Social Media for Social Comparison and Feedback-Seeking: Gender and Popularity Moderate Associations with Depressive Symptoms (2015, unknown): “The typical adolescent maintains a network of about 300 online friends (Madden et al. 2013a), meaning that behaviors on social networking sites are performed in the presence of an audience; every photo, comment, and new online friend provides details about the user to his or her public network…”
Social Media Use, Engagement and Addiction as Predictors of Academic Performance (2015, background): “The latest studies reveal that young individuals are beginning to discard Facebook and choose Twitter instead, especially as their parents started to utilize the former and ask their children to interact with them (Madden et al., 2013).”
Children’s understanding of personal data and privacy online – a systematic evidence mapping (2019, result): “While some studies find support for this (Chai, Bagchi-Sen, Morrell, Rao, & Upadhyaya, 2009; Chi, Jeng, Acker, & Bowler, 2018; Madden et al., 2013; Moscardelli & Divine, 2007; Youn, 2008), others demonstrate the importance of contextual factors, such as whether the child feels in control of their…”