Longitudinal relationships between risky online behaviors and positive technological development among early adolescents: A person-centered approach

Abstract

This study investigated the longitudinal relationships between risky online behaviors and positive technological development (PTD) among Hong Kong early adolescents by using a person-centered approach. Specifically, this study attempted to identify distinct classes of early adolescents demonstrating specific patterns of risky online behaviors and any changes in class membership over time. It further elucidated the developmental trajectories of risky online behaviors and PTD among early adolescents and examined their complex longitudinal relationships. Data were collected from 453 students aged 11–15 years of seven secondary schools in Hong Kong over three time points, at 5-month intervals. At every time point, latent class analysis identified two classes of students, namely low- and high-risk classes, and most of the participants were included in the low-risk class. Latent transition analysis showed that the low-risk class exhibited higher stability over time, whereas the high-risk class exhibited lower stability over time. Those in the high-risk class were moderately likely to transition to the low-risk class. Latent growth curve models indicated that risky online behaviors among students were stable and mild but a significant decrease in PTD over time was observed. No significant differences in PTD between the two classes of students at the three time points were found.