Surfing into trouble? How internet use influences early adolescent behavior through diverse pathways?

The study's central research question explores the relationship between internet use and externalizing problem behaviors in early adolescents. The increasing accessibility of the internet to young people raises concerns about its potential negative behavioral consequences. The researchers highlight the substantial number of adolescents globally and in China who are internet users, emphasizing the significance of understanding how internet use impacts their development. The introduction notes that early adolescence is a period of heightened emotional arousal and vulnerability, making this age group particularly susceptible to behavioral challenges. Externalizing behaviors, including aggression, rule-breaking, and other antisocial actions, are the focus of the study. The introduction establishes the importance of understanding how internet use contributes to these behaviors, noting a gap in research specifically focusing on early adolescents in China and the mediating mechanisms involved. The researchers also emphasize the need to account for the heterogeneity of adolescents, considering individual differences and contextual factors such as gender and location.

The literature review examines existing theories relevant to understanding the link between internet use and adolescent behavior. Social Learning Theory (SLT) is presented, emphasizing the role of observational learning, modeling, and reinforcement in shaping behaviors through internet exposure. The review highlights how adolescents may imitate behaviors observed online, particularly if those behaviors are positively reinforced. The influence of anonymity is also discussed, suggesting it may embolden risky or antisocial online behaviors. The review then introduces Self-Determination Theory (SDT), focusing on the distinction between intrinsic and extrinsic motivation and their impact on internet use. It argues that intrinsically motivated internet use, such as for self-education, is more likely to have positive outcomes, while extrinsically motivated use may contribute to negative outcomes. Attachment Theory (AT) is also introduced, explaining how the quality of peer relationships can influence behavior, and how both positive and negative online interactions can shape attachment styles. Finally, the review introduces Ecological Systems Theory (EST), emphasizing the interconnectedness of various microsystems in shaping adolescent development, and how the internet interacts with these systems, particularly peer relationships and self-education expectations.

The study employed a quantitative design using an anonymous self-report questionnaire administered to 1155 early adolescents (ages 11-14) from three provinces in China. A combination of stratified and random cluster sampling was used to select participants from three junior high schools and three primary schools. Data collection occurred in March 2023 after obtaining informed consent from participants and guardians. The researchers utilized the Youth Self-Report (YSR) to measure externalizing problem behaviors, encompassing aggression and rule-breaking subscales. Internet use was measured by asking adolescents about their average daily online time on weekdays and weekends. Self-education expectation was assessed by asking participants about their desired educational level. Peer relationships were evaluated using the PROMIS Pediatric Peer Relationship scale. Control variables included family book collection, parents' education levels, parental educational expectations, family economic conditions, gender, ethnicity, age, household registration, and physical health. Data analysis involved using SPSS, STATA, and Mplus to conduct correlation analysis, regression analysis, mediation analysis (including a sequential mediation model), and tests for common method bias and heterogeneity across gender and location.

The study found a positive correlation between internet use and externalizing problem behaviors (β = 0.159, p < 0.01). Mediation analysis revealed significant mediating effects of both self-education expectation and peer relationships on the relationship between internet use and externalizing behaviors. Internet use negatively predicted self-education expectations, and low self-education expectations were associated with higher levels of externalizing behaviors. Similarly, internet use negatively predicted peer relationships, and poor peer relationships predicted higher levels of externalizing behaviors. A sequential mediation model confirmed that self-education expectations and peer relationships sequentially mediate the effect of internet use on externalizing problem behaviors. Significant gender differences were observed, with a stronger effect of internet use on externalizing behaviors among male adolescents compared to female adolescents. Furthermore, the negative impact of internet use on externalizing behaviors was more pronounced among rural adolescents than urban adolescents.

The findings support the hypotheses that prolonged internet use increases the risk of externalizing problem behaviors in early adolescents, and that self-education expectations and peer relationships play important mediating roles in this relationship. The discussion elaborates on the mechanisms identified, explaining how internet use can negatively affect self-education expectations and peer relationships, which, in turn, contribute to externalizing behaviors. The researchers consider the possibility that excessive internet use may lead to distractions, reduced focus on academics, and use as an escape mechanism. They suggest that the disruption of peer relationships through excessive online time may lead to social isolation and lack of social skills, increasing the likelihood of externalizing behaviors. The discussion also explains the gender and location differences in terms of varying patterns of internet use, societal expectations, and access to resources and parental supervision. The researchers compare their findings with previous studies, highlighting the unique contribution of their work in focusing on early adolescents in a Chinese context and detailing the mediating mechanisms involved. They also acknowledge the implications of their findings for developing tailored interventions to mitigate the negative effects of internet use on adolescent behavior.

The study concludes that internet use is associated with increased externalizing problem behaviors in early adolescents, and that this relationship is mediated by self-education expectations and peer relationships. Significant gender and geographic location differences were also observed. The study's theoretical contributions lie in the extension of existing theories by demonstrating these mediating mechanisms and identifying crucial heterogeneity. Practical implications include the need for interventions tailored to gender and location, focusing on improving self-education expectations, strengthening peer relationships, and promoting responsible internet use among early adolescents. Future research should explore longitudinal designs and examine a broader range of factors influencing externalizing problem behaviors.

The study's limitations include the use of a cross-sectional design, which prevents drawing causal inferences. The reliance on self-reported data may also introduce bias. The sample may not be fully representative of the entire Chinese population, and the focus on a specific set of factors might exclude other important variables that influence adolescent externalizing behaviors. Future research should address these limitations by using longitudinal designs, incorporating multiple data sources, and employing more diverse sampling strategies.