Abstract
Positive Youth Development (PYD) has called attention to the dynamic interactions between youth and settings as critical to their growth and development. In-person settings (e.g., peer, family, school, and community) have been the primary focus of previous research and practice. This chapter introduces the digital setting as salient to today’s youth growth and development and argues for the integration of such setting into PYD models, measures, and practices. We first summarize the current literature that predominantly views digital settings from a risk lens. Next, we highlight existing studies to suggest PYD can and does occur in digital settings. We then make recommendations for adopting a PYD lens to the digital space in order to harness the potential of this space for promoting youth identity exploration, social and emotional skill development, relationship building, self-directed learning, agency, and advocacy. Finally, we conclude with recommendations for research, policy, and practice.
The authors wrote this chapter prior to the COVID-19 pandemic. As adults and youth alike around the world learn to conduct their personal and professional lives using digital tools, digital settings hold a higher relevance than ever before. Researchers and youth serving individuals and agencies are called to include digital settings at the forefront of their work. We must prioritize understanding and harnessing digital settings as a context for positive youth development.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Abdul Kadir, N. B., Mohd, R. H., & Dimitrova, R. (this volume). Promoting mindfulness through the 7Cs of positive youth development in Malaysia. In R. Dimitrova & N. Wiium (Eds.), Handbook of positive youth development. Advancing research, policy and practice in global contexts. Cham, Switzerland: Springer. https://www.springer.com/gp/book/9783030702618
Al-Rahmi, W. M., Yahaya, N., Alturki, U., Alrobai, A., Aldraiweesh, A. A., Alsayed, O. A., et al. (2020). Social media based collaborative learning: The effect on learning success with the moderating role of cyberstalking and cyberbullying. Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1728342
Alvarez-Galvez, J., Salinas-Perez, J. A., Montagni, I., & Salvador-Carulla, L. (2020). The persistence of digital divides in the use of health information: A comparative study in 28 European countries. International Journal of Public Health, 65(3), 325–333. https://doi.org/10.1007/s00038-020-01363-w
Anderson, C. A., & Bushman, B. J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12(5), 353–359. https://doi.org/10.1111/1467-9280.00366
Anderson, C. A., Shibuya, A. I., Nobuko Swing, E. L., Bushman, B. J., Sakamoto, A., Rothstein, H. R., et al. (2010). Violent video game effects on aggression, empathy, and prosocial behavior in Eastern and Western countries: A meta-analytic review. Psychological Bulletin, 136(2), 151–173. https://doi.org/10.1037/a0018251
AP-NORC. (2017). Instagram and Snapchat are the most popular social networks for teens; Black teens are most active on social media, messaging apps. The University of Chicago. https://apnorc.org/projects/instagram-and-snapchat-are-most-popular-social-networks-for-teens-black-teens-are-most-active-on-social-media-messaging-apps/
Austin, E. A., Chen, Y., Pinkleton, B. E., & Johnson, J. Q. (2006). Benefits and costs of Channel One in a middle school setting and the role of media-literacy training. Pediatrics, 117(3), 423–433. https://doi.org/10.1542/peds.2005-0953
Badaway, T. A., & Hashem, Y. (2015). The impact of social media on the academic development of school students. International Journal of Business Administration, 6(1), 46–52. https://doi.org/10.5430/ijba.v6n1p46
Banerjee, S. C., & Greene, K. (2006). Analysis versus production: Adolescent cognitive and attitudinal responses to antismoking interventions. Journal of Communication, 56(4), 773–794. https://doi.org/10.1111/j.1460-2466.2006.00319.x
Bean, T. W., & Dunkerly-Bean, J. (2020). Cosmopolitan critical literacy and youth civic engagement for human rights. Pedagogies: An International Journal, 15(4), 262-278. https://doi.org/10.1080/1554480X.2019.1706524
Benson, P. L., Leffert, N., Scales, P. C., & Blyth, D. A. (2012). Beyond the “village” rhetoric: Creating healthy communities for children and adolescents. Applied Developmental Science, 6(1), 138–159. https://doi.org/10.1080/10888691.2012.642771
Bettencourt, G. M. (2018). Embracing problems, process, and contact zones: Using youth participatory action research to challenge adultism. Action Research, 18(2), 153–170. https://doi.org/10.1177/1476750318789475
Beyens, I., Pouwels, J. L., van Driel, I. I., Keijsers, L., & Valkenburg, P. M. (2020). The effect of social media on well-being differs from adolescent to adolescent. Scientific Reports, 10(1), Article 10763. https://doi.org/10.1038/s41598-020-67727-7
Blakemore, T., & Agllias, K. (2020). Social media, empathy and interpersonal skills: Social work students’ reflections in the digital era. Social Work Education, 39(2), 200–213. https://doi.org/10.1080/02615479.2019.1619683
Blumberg, F. C., Blades, M., & Oates, C. (2013). Youth and new media: The appeal and educational ramifications of digital game play for children and adolescents. Zeitschrift für Psychologie, 221(2), 67–71. https://doi.org/10.1027/2151-2604/a000133
Boulianne, S., & Theocharis, Y. (2020). Young people, digital media, and engagement: A meta-analysis of research. Social Science Computer Review, 38(2), 111–127. https://doi.org/10.1177/0894439318814190
Bowyer, B., & Kahne, J. (2020). The digital dimensions of civic education: Assessing the effects of learning opportunities. Journal of Applied Developmental Psychology, 69, Article 101162. https://doi.org/10.1016/j.appdev.2020.101162
Boyd, D. (2007). Why youth (heart) social network sites: The role of networked publics in teenage social life. In D. Buckingham (Ed.), Youth, identity, and digital media (pp. 119–142). Cambridge, Mass: The MIT Press.
Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 793–828). Hoboken, NJ: Wiley.
Burkhard, B. M., Robinson, K. M., Murray, E. D., & Lerner, R. M. (2019). The positive youth development perspective. In S. Hupp & J. Jewell (Eds.), The encyclopedia of child and adolescent development (pp. 1–12). Wiley-Blackwell. https://onlinelibrary.wiley.com/doi/abs/10.1002/9781119171492.wecad310
Carnagey, N., Anderson, C., & Bushman, B. (2007). The effect of video game violence on physiological desensitization to real life violence. Journal of Experimental Social Psychology, 43(3), 489–496. https://doi.org/10.1016/j.jesp.2006.05.003
Carty, V., & Barron, F. G. R. (2018). Social movements and new technology: The dynamics of cyber activism in the digital age. In B. Berberoglu (Ed.), The Palgrave handbook of social movements, revolution, and social transformation (pp. 373–397). Cham, Switzerland: Palgrave Macmillan. https://doi.org/10.4324/9780429493119
Chassiakos, Y. R., Radesky, J., Christakis, D., Moreno, M. A., & Cross, C. (2016). Children and adolescents and digital media. Pediatrics, 138(5), Article e20162593. https://doi.org/10.1542/peds.2016-2593
Chen, B.-B., Wiium, N., & Dimitrova, R. (2018). Factor structure of positive youth development: Contributions of exploratory structural equation modeling. Personality and Individual Differences, 124, 12–15. https://doi.org/10.1016/j.paid.2017.11.039
Chen, B.-B., Wiium, N., & Dimitrova, R. (2019). A life history approach to understanding developmental assets among Chinese adolescents. Child & Youth Care Forum, 48(2), 155–169. https://doi.org/10.1007/s10566-017-9433-y
Craig, W., Boniel-Nissim, M., King, N., Walsh, S. D., Boer, M., Donnelly, P. D., et al. (2020). Social media use and cyber-bullying: A cross-national analysis of young people in 42 countries. Journal of Adolescent Health, 66(6), S100–S108. https://doi.org/10.1016/j.jadohealth.2020.03.006
Davis, K. (2012). Friendship 2.0: Adolescents’ experiences of belonging and self-disclosure online. Journal of Adolescence, 35(6), 1527–1536. https://doi.org/10.1016/j.adolescence.2012.02.013
Deutsch, N. L. (2008). Pride in the projects: Teens building identities in urban contexts. New York: New York University Press.
Dienlin, T., & Johannes, N. (2020). The impact of digital technology use on adolescent well-being. Dialogues in Clinical Neuroscience, 22(2), 135–142. https://doi.org/10.31887/DCNS.2020.22.2/tdienlin
Dimitrova, R., & Wiium, N. (this volume). Handbook of positive youth development: Advancing the next generation of research, policy and practice in global contexts. In R. Dimitrova & N. Wiium (Eds.), Handbook of positive youth development. Advancing research, policy and practice in global contexts. Cham, Switzerland: Springer. https://www.springer.com/gp/book/9783030702618
Dimitrova, R., Buzea, C., Wiium, N., Kosic, M., Stefenel, D., & Chen, B.-B. (this volume). Positive youth development in Bulgaria, Italy, Norway and Romania: Testing the factorial structure and measurement invariance of the 5Cs model. In R. Dimitrova & N. Wiium (Eds.), Handbook of positive youth development. Advancing research, policy and practice in global contexts. Cham, Switzerland: Springer. https://www.springer.com/gp/book/9783030702618
Dimitrova, R., Fernandes, D., Malik, S., Suryani, A., Musso, P., & Wiium, N. (this volume). The 7Cs and developmental assets models of positive youth development in India, Indonesia and Pakistan. In R. Dimitrova & N. Wiium (Eds.), Handbook of positive youth development. Advancing research, policy and practice in global contexts. Cham, Switzerland: Springer. https://www.springer.com/gp/book/9783030702618
Dimitrova, R., Sam, D., & Ferrer-Wreder, L. (Eds.) (2021). Roma minority youth across cultural contexts: Taking a positive approach to research, policy and practice. Oxford, UK: Oxford University Press. https://global.oup.com/academic/product/roma-minority-youth-across-cultural-contexts-9780190654061?q=dimitrova&lang=en&cc=us#
Dominguez, A., Wiium, N., Jackman, D., & Ferrer-Wreder, L. (this volume). Healthy life style behaviors and the 5Cs of positive youth development in Mexico. In R. Dimitrova & N. Wiium (Eds.), Handbook of positive youth development. Advancing research, policy and practice in global contexts. Cham, Switzerland: Springer. https://www.springer.com/gp/book/9783030702618
Entertainment Software Association. (2015). The 2015 essential facts about the computer and video game industry. Washington, DC: ESA.
Fernandes, D., Fetvadjev, V., Wiium, N., & Dimitrova, R. (this volume). The 5Cs of PYD model in New Zealand: Relations with hopeful expectations for the future and life satisfaction among emerging adults. In R. Dimitrova & N. Wiium (Eds.), Handbook of positive youth development. Advancing research, policy and practice in global contexts. Cham, Switzerland: Springer. https://www.springer.com/gp/book/9783030702618
Geldhof, G. J., Bowers, E. P., Boyd, M. J., Mueller, K. M., Napolitano, C. M., Schmid, K. L., et al. (2014). Creation of short and very short measures of the five Cs of positive youth development. Journal for Research on Adolescence, 24(1), 163–176. https://doi.org/10.1111/jora.12039
George, M. J., & Odgers, C. L. (2015). Seven fears and the science of how mobile technologies may be influencing adolescents in the digital age. Perspectives on Psychological Science, 10(6), 832–851. https://doi.org/10.1177/1745691615596788
Glover, J., & Fritsch, S. L. (2017). Kids anxiety and social media: A review. Child and Adolescent Psychiatric Clinician of North America, 27(2), 171–182. https://doi.org/10.1016/j.chc.2017.11.005
Han, Y., & Carlo, G. (2020). The links between religiousness and prosocial behaviors in early adulthood: The mediating roles of media exposure preferences and empathic tendencies. Journal of Moral Education. https://doi.org/10.1080/03057240.2020.1756759
Hu, S., Liu, H., Zhang, S., & Wang, G. (2020). Proactive personality and cross-cultural adjustment: Roles of social media usage and cultural intelligence. International Journal of Intercultural Relations, 74, 42–57. https://doi.org/10.1016/j.ijintrel.2019.10.002
Hygen, B. W., Belsky, J., Stenseng, F., Skalicka, V., Kvande, M. N., Zahl-Thanem, T., et al. (2020). Time spent gaming and social competence in children: Reciprocal effects across childhood. Child Development, 91(3), 861–875. https://doi.org/10.1111/cdev.13243
Ito, M., Soep, E., Kligler-Vilenchik, N., Shresthova, S., Gamber-Thompson, L., & Zimmerman, A. (2009). Learning connected civics: Narratives, practices, infrastructures. Curriculum Inquiry, 45(1), 10–29. https://doi.org/10.1080/03626784.2014.995063
Jones, S., Fox, S., & Pew Research Center. (2009). Generations online in 2009.https://www.pewresearch.org/internet/2009/01/28/generations-online-in-2009/
Kabali, H. K., Irigoyen, M. M., Nunez-Davis, R., Budacki, J. G., Mohanty, S. H., Leister, K. P., et al. (2015). Exposure and use of mobile media devices by young children. Pediatrics, 136(6), 1044–1050. https://doi.org/10.1542/peds.2015-2151
Kabir, R. S., & Wiium, N. (this volume). Positive youth development and environmental concerns among youth and emerging adults in Ghana. In R. Dimitrova & N. Wiium (Eds.), Handbook of positive youth development. Advancing research, policy and practice in global contexts. Cham, Switzerland: Springer. https://www.springer.com/gp/book/9783030702618
Kashy-Rosenbaum, G., & Aizenkot, D. (2020). Exposure to cyberbullying in WhatsApp classmates’ groups and classroom climate as predictors of students’ sense of belonging: A multi-level analysis of elementary, middle and high schools. Children and Youth Services Review, 108, Article 104614. https://doi.org/10.1016/j.childyouth.2019.104614
Kaur, P., Dhir, A., Chen, S., & Rajala, R. (2016). Flow in context: Development and validation of the flow experience instrument for social networking. Computers in Human Behavior, 59(C), 358–367. https://doi.org/10.1016/j.chb.2016.02.039
Kessel, D., Hardardottir, H. L., & Tyrefors, B. (2020). The impact of banning mobile phones in Swedish secondary schools. Economics of Education Review, 77, Article 102009. https://doi.org/10.1016/j.econedurev.2020.102009
Kim, M., & Choi, D. (2018). Development of youth digital citizenship scale and implication for educational setting. Journal of Educational Technology & Society, 21(2), 155–171. https://doi.org/10.1037/t69727-000
Kim, D., & Li, M. (2020). Digital storytelling: Facilitating learning and identity development. Journal of Computers in Education. https://doi.org/10.1007/s40692-020-00170-9
Kircaburun, K., Demetrovics, Z., Király, O., & Griffiths, M. D. (2020). Childhood emotional trauma and cyberbullying perpetration among emerging adults: A multiple mediation model of the role of problematic social media use and psychopathology. International Journal of Mental Health and Addiction, 18, 548–566. https://doi.org/10.1007/s11469-018-9941-5
Kosic, M., Wiium, N., & Dimitrova, R. (this volume). Social support among Slovene minority and Italian majority youth in Italy: Links with positive identity, social competence and academic achievement. In R. Dimitrova & N. Wiium (Eds.), Handbook of positive youth development. Advancing research, policy and practice in global contexts. Cham, Switzerland: Springer. https://www.springer.com/gp/book/9783030702618
Kozina, A., Wiium, N., Gonzalez, J.-M., & Dimitrova, R. (2019). Positive youth development and academic achievement in Slovenia. Child & Youth Care Forum, 48(2), 223–240. https://doi.org/10.1007/s10566-018-9457-y
Lenhart, A. (2015). Teen, social media and technology overview 2015. Pew Research Center. https://www.pewresearch.org/internet/2015/04/09/teens-social-media-technology-2015/
Lenhart, A., Purcell, K., Smith, A., & Zickuhr, K. (2010). Social media & mobile internet use among teens and young adults. Washington, DC: Pew Research Center.
Leong, C., Pan, S. L., Bahri, S., & Fauzi, A. (2018). Social media empowerment in social movements: Power activation and power accrual in digital activism. European Journal of Information Systems, 28(2), 173–204. https://doi.org/10.1080/0960085X.2018.1512944
Lerner, R. M., von Eye, A., Lerner, J. V., Lewin-Bizan, S., & Bowers, E. P. (2010). Special issue introduction: The meaning and measurement of thriving: A view of the issues. Journal of Youth and Adolescence, 39(7), 707–719. https://doi.org/10.1007/s10964-010-9531-8
Li, X., He, S., & Chen, B.-B. (this volume). The five Cs model of positive youth development and the PATHS project in mainland China. In R. Dimitrova & N. Wiium (Eds.), Handbook of positive youth development. Advancing research, policy and practice in global contexts. Cham, Switzerland: Springer. https://www.springer.com/gp/book/9783030702618
Liu, X., Luo, Y., Liu, Z.-Z., Yang, Y., Liu, J., & Jia, C.-X. (2020). Prolonged mobile phone use is associated with poor academic performance in adolescents. Cyberpsychology, Behavior and Social Networking. https://doi.org/10.1089/cyber.2019.0591
Luo, J., Yeung, P., & Li, H. (2020). The relationship among media multitasking, academic performance and self-esteem in Chinese adolescents: The cross-lagged panel and mediation analyses. Children and Youth Services Review, 117, Article 105308. https://doi.org/10.1016/j.childyouth.2020.105308
Madigan, S., McArthur, B. A., Anhorn, C., Eirich, R., & Christakis, D. A. (2020). Associations between screen use and child language skills: A systematic review and meta-analysis. The Journal of the American Medical Association Pediatrics, 174(7), 1–11. https://doi.org/10.1001/jamapediatrics.2020.0327
Manrique-Millones, D. L., Pineda Marin, C. P., Millones-Rivalles, R. B., & Dimitrova, R. (this volume). The 7Cs of positive youth development in Colombia and Peru: A promising model for reduction of risky behaviors among youth and emerging adults. In R. Dimitrova & N. Wiium (Eds.), Handbook of positive youth development. Advancing research, policy and practice in global contexts. Cham, Switzerland: Springer. https://www.springer.com/gp/book/9783030702618
Martins, N., & Harrison, K. (2012). Racial and gender differences in the relationship between children’s television use and self-esteem: A longitudinal panel study. Communication Research, 39(3), 338–357. https://doi.org/10.1177/0093650211401376
Mihailidis, P. (2020). The civic potential of memes and hashtags in the lives of young people. Discourse: Studies in the Cultural Politics of Education, 41(5), 762-781. https://doi.org/10.1080/01596306.2020.1769938
Naumovska, L., Jovevski, D., & Brockova, K. (2020). Parental awareness and attitudes of digital media advertising to children. International Journal of Applied Research in Management and Economics, 3(1), 30–38. https://doi.org/10.33422/ijarme.v3i1.280
Nesi, J., Choukas-Bradley, S., & Prinstien, M. J. (2018). Transformation of adolescent peer relations in the social media context: Part 1 A theoretical framework and application to dyadic peer relationships. Clinical Child and Family Psychology Review, 21(3), 267–294. https://doi.org/10.1007/s10567-018-0261-x
O’Reilly, M. (2020). Social media and adolescent mental health: The good, the bad and the ugly. Journal of Mental Health, 29(2), 200–206. https://doi.org/10.1080/09638237.2020.1714007
Odgers, C. L., & Jensen, M. R. (2020). Annual research review: Adolescent mental health in the digital age: Facts, fears, and future directions. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 61(3), 336–348. https://doi.org/10.1111/jcpp.13190
Patriarca, A., Di Giuseppe, G., Albano, L., Marinelli, P., & Angelillo, I. F. (2009). Use of television, videogames, and computer among children and adolescents in Italy. BMC Public Health, 9, Article 139. https://doi.org/10.1186/1471-2458-9-139
Pew Research Center. (2016). Smartphone ownership and internet usage continues to climb in emerging economies.https://www.pewresearch.org/global/2016/02/22/smartphone-ownership-and-internet-usage-continues-to-climb-in-emerging-economies/
Prinstein, M. J., Nesi, J., & Telzer, E. H. (2020). Commentary: An updated agenda for the study of digital media use and adolescent development – Future directions following Odgers & Jensen (2020). Journal of Child Psychology and Psychiatry, and Allied Disciplines, 61(3), 349–352. https://doi.org/10.1111/jcpp.13219
Rahman, M., Aydin, E., Haffar, M., & Nwagbara, U. (2020). The role of social media in e-recruitment process: Empirical evidence from developing countries in social network theory. Journal of Enterprise Information Management. https://doi.org/10.1108/JEIM-12-2019-0382
Ram Lee, A., & Horlsey, J. S. (2017). The role of social media on positive youth development: An analysis of 4-H Facebook page and 4-H’ers’ positive development. Children and Youth Services Review, 77(C), 127–138. https://doi.org/10.1016/j.childyouth.2017.04.014
Reich, S. M., Subrahmanyam, K., & Espinoza, G. (2012). Friending, IMing, and hanging out face-to-face: Overlap in adolescents’ online and offline social networks. Developmental Psychology, 48(2), 356–368. https://doi.org/10.1037/a0026980
Rideout, V., Foehr, U., & Roberts, D. (2010). Generation M2: Media in the lives of 8- to 18-year-olds. The Henry J. Kaiser Family Foundation. http://www.kff.org/entmedia/upload/8010.pdf
Rideout, V. (2016) Measuring time spent with media: The Common Sense census of media use by US 8- to 18-year-olds. Journal of Children and Media, 10, 138–144. https://doi.org/10.1080/17482798.2016.1129808
Roehlkepartain, E. C., & Blyth, D. A. (2020). Developmental assets. In S. Hupp & J. Jewell (Eds.), The encyclopedia of child and adolescent development. Volume 7: History, theory, & culture in adolescence (pp. 1–13). Hoboken, NJ: Wiley-Blackwell.
Saiphoo, A. N., Dahoah Halevi, L., & Vahedi, Z. (2020). Social networking site use and self-esteem: A meta-analytic review. Personality and Individual Differences, 153, Article 109639. https://doi.org/10.1016/j.paid.2019.109639
Sala, E., Gaia, A., & Cerati, G. (2020). The gray digital divide in social networking site use in Europe: Results from a quantitative study. Social Science Computer Review. https://doi.org/10.1177/0894439320909507.
Scales, P. C. (2011). Youth developmental assets in global perspective: Results from international adaptations of the developmental assets profile. Child Indicators Research, 4(4), 619–645. https://doi.org/10.1007/s12187-011-9112-8
Scales, P. C., Roehlkepartain, E. C., & Shramko, M. (2017). Aligning youth development theory, measurement, and practice across cultures and contexts: Lessons from use of the developmental assets profile. Child Indicators Research, 10(4), 1145–1178. https://doi.org/10.1007/s12187-016-9395-x
Sharma, A., & Shukla, A. K. (2016). Impact of social messengers especially WhatsApp on youth: A sociological study. International Journal of Advance Research and Innovative Ideas in Education, 2(5), 367–375.
Shaw, J. M., Mitchell, C. A., Welch, A. J., & Williamson, M. J. (2015). Social media used as a health intervention in adolescent health: A systematic review of the literature. Digital Health, 1. https://doi.org/10.1177/2055207615588395
Smahel, D., & Subrahmanyam, K. (2007). “Any girls want to chat press 911”: Partner selection in monitored and unmonitored teen chat rooms. Cyber Psychology & Behavior, 10(3), 346–353. https://doi.org/10.1089/cpb.2006.9945
Sobre-Denton, M. (2016). Virtual intercultural bridgework: Social media, virtual cosmopolitanism, and activist community-building. New Media and Technology, 18(8), 1715–1731. https://doi.org/10.1177/1461444814567988
Stanley, S. L., & Lawson, C. (2020). The effects of an advertising-based intervention on critical thinking and media literacy in third and fourth graders. Journal of Media Literacy Education, 12(1), 1–12. https://doi.org/10.23860/JMLE-2020-12-1-1
Statistica. (2019). Global digital population as of April 2019 (in millions).https://www.statista.com/statistics/617136/digital-population-worldwide/
Steele, R. G., Hall, J. A., & Christofferson, J. L. (2020). Conceptualizing digital stress in adolescents and young adults: Toward the development of an empirically based model. Clinical Child and Family Psychology Review, 23(1), 15–26. https://doi.org/10.1007/s10567-019-00300-5
Stern, S. (2008). Producing sites, exploring identities: Youth online authorship. In D. Buckingham (Ed.), The John D. and Catherine T. MacArthur Foundation series on digital media and learning: Youth, identity, and digital media (pp. 95–118). Cambridge, MA: MIT Press.
Tartari, E. (2015). Benefits and risks of children and adolescents using social media. European Scientific Journal, 11(13), 1857–7881.
Teppers, E., Luyckx, K., Klimstra, T. A., & Goossens, L. (2014). Loneliness and Facebook motives in adolescence: A longitudinal inquiry into directionality of effect. Journal of Adolescence, 37(5), 691–699. https://doi.org/10.1016/j.adolescence.2013.11.003
Thomas, L., Orme, E., & Kerrigan, F. (2020). Student loneliness: The role of social media through life transitions. Computers & Education, 146, Article 103754. https://doi.org/10.1016/j.compedu.2019.103754
Toh, W., & Kirschner, D. (2020). Self-directed learning in video games, affordances and pedagogical implications for teaching and learning. Computers & Education, 154, Article 103912. https://doi.org/10.1016/j.compedu.2020.103912
Tolan, P. H., Ross, K. M., Arkin, N. M., Godine, N., & Clark, E. (2016). Toward an integrated approach to positive youth development: Implications for intervention. Applied Developmental Science, 20(3), 214–236. https://doi.org/10.1080/10888691.2016.1146080
Tsitsika, A. K., Tzavela, E. C., Janikian, M., Ólafsson, K., Iordache, A., Schoenmakers, T. M., et al. (2014). Online social networking in adolescence: Patterns of use in six European countries and links with psychosocial functioning. The Journal of Adolescent Health, 55(1), 141–147. https://doi.org/10.1016/j.jadohealth.2013.11.010
Twenge, J. M. (2020). Why increases in adolescent depression may be linked to the technological environment. Current Opinion in Psychology, 32, 89–94. https://doi.org/10.1016/j.copsyc.2019.06.036
Uka, F., Bërxulli, D., Hasani, A., Peci, B., Taravari, B., & Wiium, N. (this volume). Developmental assets, academic achievement and risky behaviors among Albanians in Albania, Kosovo, Macedonia and Serbia. In R. Dimitrova & N. Wiium (Eds.), Handbook of positive youth development. Advancing research, policy and practice in global contexts. Cham, Switzerland: Springer. https://www.springer.com/gp/book/9783030702618
Umaschi Bers, M. (2006). The role of new technologies to foster positive youth development. Applied Developmental Science, 10(4), 200–219. https://doi.org/10.1207/s1532480xads1004_4
Underwood, M. K., Ehrenreich, S. E., More, D., Solis, J. S., & Brinkley, D. Y. (2015). The Blackberry project: The hidden world of adolescents’ text messaging and relations with internalizing symptoms. Journal of Research on Adolescence, 25(1), 101–117. https://doi.org/10.1111/jora.12101
Valkenburg, P. M., & Peter, S. (2007). Online communication and adolescent well-being: Testing the stimulation versus the displacement hypothesis. Journal of Computer-Mediated Communication, 12(4), 1169–1182. https://doi.org/10.1111/j.1083-6101.2007.00368.x
Valkenburg, P. M., & Peter, S. (2009). The effects of instant messaging on the quality of adolescents’ existing friendships: A longitudinal study. Journal of Communication, 59(1), 79–97. https://doi.org/10.1111/j.1460-2466.2008.01405.x
Valkenburg, P. M., Schouten, A., & Peter, J. (2005). Adolescents’ identity experiments on the internet. New Media & Society, 7(3), 383–402. https://doi.org/10.1177/1461444805052282
Vannucci, A., Simpson, E. G., Gagnon, S., & Ohannessian, C. M. (2020). Social media use and risky behaviors in adolescents: A meta-analysis. Journal of Adolescence, 79, 258–274. https://doi.org/10.1016/j.adolescence.2020.01.014
Velasquez, A., & LaRose, R. (2015). Social media for social change: Media political efficacy and activism in student activist groups. Journal of Broadcasting & Electronic Media, 59(3), 456–474. https://doi.org/10.1080/08838151.2015.1054998
Vossen, H. G. M., & Valkenburg, P. M. (2016). Do social media foster or curtail adolescents’ empathy? A longitudinal study. Computers in Human Behavior, 63(C), 118–124. https://doi.org/10.1016/j.chb.2016.05.040
Waasdorp, T. E., & Bradshaw, C. P. (2015). The overlap between cyberbullying and traditional bullying. Journal of Adolescent Health, 56(5), 483–488. https://doi.org/10.1016/j.jadohealth.2014.12.002
Waid, J., & Uhrich, M. (2020). A scoping review of the theory and practice of positive youth development. The British Journal of Social Work, 50(1), 5–24. https://doi.org/10.1093/bjsw/bcy130
Weinstein, E. (2018). The social media see-saw: Positive and negative influences on adolescents’ affective well-being. New Media & Society, 20(10), 3597–3623. https://doi.org/10.1177/1461444818755634
White, A. E., Weinstein, E., & Selman, R. L. (2018). Adolescent friendship challenges in a digital context: Are new technologies game changers, amplifiers, or just a new medium? Convergence, 24(3), 269–288. https://doi.org/10.1177/1354856516678349
Wiium, N., & Dimitrova, R. (2019). Positive youth development across cultures: Introduction to the Special Issue. Child & Youth Care Forum, 48(2), 147–153. https://doi.org/10.1007/s10566-019-09488-7
Wiium, N., Ferrer-Wreder, L., Chen, B.-B., & Dimitrova, R. (2019). Gender and positive youth development. Advancing sustainable development goals in Ghana. Zeitschrift für Psychologie, 227(2), 134–138. https://doi.org/10.1027/2151-2604/a000365
Wiium, N., & Kozina, A. (this volume). Country and gender differences in developmental assets among youth and emerging adults in Ghana and Norway. In R. Dimitrova & N. Wiium (Eds.), Handbook of positive youth development. Advancing research, policy and practice in global contexts. Cham, Switzerland: Springer. https://www.springer.com/gp/book/9783030702618
Wright, E. (2020). Nurturing identity formation in adolescence through narrative learning: A dialogue between the pedagogies of media literacy and religious education. British Journal of Religious Education, 42(1), 14–24. https://doi.org/10.1080/01416200.2018.1484696
Yang, C., & Brown, B. B. (2013). Motives for using Facebook, patterns of Facebook activities, and late adolescents’ social adjustment to college. Journal of Youth and Adolescence, 42(3), 403–416. https://doi.org/10.1007/s10964-012-9836-x
Ybarra, M. L., Espelage, D. L., & Mitchell, K. J. (2007). The co-occurrence of internet harassment and unwanted sexual solicitation victimization and perpetration: Associations with psychosocial indicators. Journal of Adolescent Health, 41(6), 31–41. https://doi.org/10.1016/j.jadohealth.2007.09.010
Zhu, J., & Mok, M. M. C. (2020). Predictors of students’ participation in internet or computer tutoring for additional instruction and its effect on academic achievement. Journal of Computer Assisted Learning, 36(5), 729-740. https://doi.org/10.1111/jcal.12440
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Ross, K.M., Tolan, P.H. (2021). Positive Youth Development in the Digital Age: Expanding PYD to Include Digital Settings. In: Dimitrova, R., Wiium, N. (eds) Handbook of Positive Youth Development. Springer Series on Child and Family Studies. Springer, Cham. https://doi.org/10.1007/978-3-030-70262-5_35
Download citation
DOI: https://doi.org/10.1007/978-3-030-70262-5_35
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-70261-8
Online ISBN: 978-3-030-70262-5
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)