Understanding Problematic Technology Use in Youth: Current Practices in the Community

Digital technology use is associated with poor sleep quality in adolescence and young adulthood although research findings have been mixed. No studies have addressed the association between the two using a genetically informative twin design which could extend our understanding of the etiology of this relationship. This study aimed to test: (1) the association between adolescents' perceived problematic use of digital technology and poor sleep quality, (2) whether the association between problematic use of technology and poor sleep quality remains after controlling for familial factors, and (3) genetic and environmental influences on the association between problematic use of technology and poor sleep quality. Participants were 2232 study members (18-year-old twins) of the Environmental Risk (E-Risk) Longitudinal Twin Study. The sample was 48.9% male, 90% white, and 55.6% monozygotic. We conducted regression and twin difference analyses and fitted twin models. Twin differences for problematic use of technology were associated with differences for poor sleep quality in the whole sample (p < 0.001; B = 0.15) and also when we limited the analyses to identical twins only (p < 0.001; B = 0.21). We observed a substantial genetic correlation between problematic use of technology and sleep quality (rA = 0.31), whereas the environmental correlation was lower (rE = 0.16). Adolescent reported problematic use of digital technology is associated with poor sleep quality-even after controlling for familial factors including genetic confounds. Our results suggest that the association between adolescents' sleep and problematic digital technology use is not accounted for by shared genetic liability or familial factors but could reflect a causal association. This robust association needs to be examined in future research designed to test causal associations.

IntroductionIndividuals have difficulty controlling their use of technology, it constantly on their minds when they don’t have access to it, it takes up too much time in their daily lives, and these situations negatively impact daily life are referred to as “problematic technology use”. The widespread use of technology from a young age is leading to an increase in the number of children with problematic technology use. Problematic technology use negatively impacts children’s development, especially their mental development. Important risk factors for problematic technology use include a long stay at home, a previous traumatic event, and low life satisfaction. In addition, it is possible that problematic technology use is more common in children with low social competence and low behavioral levels.ObjectivesThe aim is to determine the level of problematic technology use in 48-72-month-old children receiving preschool education, to examine some variables thought to be related to it, and to assess their level of social competence and behavior.MethodsThe study was a cross-sectional research conducted between January and September 2023 among the parents of children studying in Eskişehir and Bolu. The study group consisted of the parents of 883 children. In our study, the Problematic Technology Use Scale for Young Children (PTUS-YC) and the Social Competence And Behavior Evaluation-30 Scale (SCBE-30) were used.ResultsThe age of the parents ranged from 20 to 54 years (mean: 35.5±4.8), 740 of them were women. The average age of the children was 63.2±7.3 months and 442 of them were boys. The scores obtained from PTUS-YC ranged from 26-104 and the mean was 55.1±14.9 points. Among the variables associated with problematic use of technology, those related to parents were place of residence, age and marital status, while those related to children were time spent at home with technological devices, parental control over content used, adaptation to school and ownership of a technological device. There is a weak positive correlation between children’s scores on the PTUS-YC and the SCBE-30 (r:0.336; p < 0.05).ConclusionsIt can be said that problematic technology use in our study was at a moderate level. As the level of social competence and behavior increase, problematic technology use decreases. It is recommended to limit the time children spend with technological devices, ensure that parents control the content they use on technological devices, support their adaptation to school, and work on gaining social competence and positive behavior.Disclosure of InterestNone Declared

The main aim of this study is to explore problematic technology use among adolescents (Internet, video games, mobiles, and television) and its association with anxiety symptoms. Furthermore, we also analysed the possible moderating role of life satisfaction in this relationship during the COVID-19 pandemic in Spain. A cross-sectional survey of 4025 children and adolescents (52% females and 48% males) between 12 and 18 years old was carried out to explore problematic technology use and its correlation with anxiety and life satisfaction after pandemic lockdown. Four multivariate regressions containing the independent variable (problematic technology use), the moderator (life satisfaction), and their interaction were entered to predict the outcome (anxiety). The moderated models were examined using SPSS PROCESS macro software (Model 1). Analyses showed significant positive correlations with anxiety and negative correlations with life satisfaction regarding problematic technology use (mobile phone, television, and internet). Both gender and age had a significant direct effect on anxiety (showing that women and older participants had the greatest anxiety). In the moderation analysis, when life satisfaction was higher, the presence of anxiety symptoms depended to a greater extent on the problematic use of technology. Our results confirm that problematic technology use is related to higher levels of anxiety in adolescents, with differences by age and gender. The results also showed that life satisfaction mediated the relationship between technology abuse and anxiety, such that when life satisfaction was higher, the presence of anxiety symptoms was more dependent on problematic technology use. These findings have implications for health and education professionals.

Technology is an integral part of contemporary daily life, largely due to ubiquitous smartphones, increasingly immersive video games, and constant access to the Internet. However, concern is growing that excessive technology use may lead to harm for individuals, their families and communities. Accordingly, both the American Psychiatric Association and World Health Organization have recognized (Internet) gaming disorder (IGD) as an emerging behavioral addiction. As such, it is important to familiarize social workers and other professionals with evidence concerning the nature, course, and cause of problematic technology use and strategies for harm reduction. This chapter outlines current knowledge regarding IGD and problematic technology use, beginning with definitions and examples of seemingly overlapping terminology. In addition, context for IGD in comparison to problematic use of other interactive technologies will be provided. The chapter continues with a brief review of research concerning risk factors and psychosocial comorbidities of IGD and other problematic technology use, as well as evidence-informed prevention and interventions for addressing these problems. Implications for future research, social work practice, and policy are discussed.

In the last two decades, scientific research has explored the problematic use of internet, videogames and mobile phones. However, there is still little consistent knowledge regarding the co-occurrence of problematic technology use and the role of maladaptive personality characteristics in adolescence. The present study aimed to investigate adolescents' styles of technology use with a cluster analysis approach focusing on personality functioning. The sample comprised 408 Italian adolescents (46.3% males) aged 11 to 18years (M age =13.80; SD=2.08). Data were collected using the Internet Addiction Test, the Videogame Dependency Scale, the Test of Mobile-Phone Dependence Brief Form and the Personality Inventory for DSM5 Brief Form. Results provided a four-cluster solution based on the co-occurrence of problematic technology use. The four clusters were labeled as follows: cluster 1: "Above average internet and mobile-phone use"; cluster 2: "Below average technology use"; cluster 3: "Above average videogame use"; and cluster 4: "Problematic technology use." Analyses on demographic variables (e.g., gender and age) demonstrated significant differences between the four groups. Adolescents with high levels of problematic technology use reported greater overall personality dysfunction than the other three groups. This finding supported our hypothesis on maladaptive personality functioning in adolescents at risk for addiction. Finally, the Antagonism domain played a specific role in differentiating the severity of adolescents' involvement in technology use. Further studies are needed to confirm our findings and to plan preventive interventions as well as therapeutic treatments.

Background and aimsWe aimed to systematically identify, evaluate and summarize the research on adolescent emotion dysregulation and problematic technology use. We critically appraise strengths and limitations and provide recommendations for future research.MethodsWe followed the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) and conducted a systematic review of published original reports on adolescent emotion dysregulation and problematic technology use published until March 1, 2022. A thorough search preceded the selection of studies matching prespecified criteria. Strengths and limitations of selected studies, regarding design and reporting, were identified based on current best practices.Results39 studies met inclusion criteria. All of these studies provided on the relationship between adolescent emotion dysregulation and problematic technology use severity based on self-report data.DiscussionThere was a positive correlation between adolescent emotion dysregulation and the severity of problematic technology use. Beyond this, other variables (such as anxiety, depression, self-esteem, etc.) were also closely related to emotion dysregulation and problematic technology use. Such studies are of importance to better understand cause-effect relations regarding both variables.

Objective: The COVID-19 pandemic has had a negative impact on individuals both psychologically and socially. The current research shows that problematic technology use and mental health problems increased during the pandemic period. Method: In this study, studies examining the relationship between problematic technology use and mental health problems in the COVID-19 pandemic were examined and a meta-analysis was conducted. The present meta-analysis focused on the problematic technology use (i.e., internet addiction, smartphone addiction, social media addiction, and game addiction) and mental health problems in the COVID-19 pandemic. Searches were conducted for relevant studies using the ProQuest, PubMed, Science Direct, Scopus, Web of Science, ERIC, and TR Dizin databases. A total of 56 studies met the inclusion criteria. A total of 53,047 participants were reached in these studies. Results: Rosenthal’s classic fail-safe N analysis reveals that the meta-analysis result is statistically significant (p=.000). Moreover, the fact that the Begg and Mazumdar rank correlation is not significant indicates the absence of publication bias (p=0.28). In addition, no missing studies were found in Duval and Tweedie’s trim and fill analysis. The results demonstrated that problematic technology use was moderately positively correlated with mental health problems (r=0.33, n=53.047). In addition, the Q statistic (1833.059) examined to control heterogeneity shows that all variables are heterogeneous. The results of the I2 statistic (93.4%) show that a high level of heterogeneity has been achieved. Discussion: This finding shows that problematic technology use was associated with various mental health problems during the pandemic period.

This study investigated the effects of problematic technology use on psychosocial status and executive functions in early childhood. Using a relational survey model, the sample comprised 225 preschool children aged 36–71 months. Data were collected through three validated instruments: the Problematic Technology Use Scale, the Psychosocial Status Assessment Scale for 3–6-Year-Old Children, and the Executive Functions Behavioural Assessment Inventory. Statistical analyses included Pearson correlation and hierarchical multiple regression. Results indicated that higher levels of problematic technology use were significantly associated with psychosocial difficulties and lower executive functioning. Specifically, problematic use positively predicted psychosocial risks and negatively predicted working memory and inhibitory control. Regression analyses demonstrated that problematic use explained 39% of the variance in psychosocial outcomes and 34% in executive functions; when age and gender were added, explained variance rose to 48% and 42%, respectively. These findings underline that digital use in early childhood should not be regarded solely as a behavioural habit, but rather as a substantial environmental factor shaping cognitive and emotional development. The strong association between the developmental impact dimension and executive dysfunction emphasises that not only the amount of screen exposure but also the quality, purpose, and context of digital content play a decisive role. These results are consistent with theoretical models such as I-PACE, which conceptualise a cyclical interaction between inhibitory control and digital overuse. The study highlights the necessity of parental mediation and comprehensive digital literacy programmes to promote healthy developmental pathways in early childhood.

Research has demonstrated that cyber victimization is consistently associated with higher problem behaviors such as problematic technology use. However, little research has examined specific individual dispositions that can serve as a buffer in the link between cyber victimization and higher problematic uses of technology (i.e., problematic Internet, smartphone, and social media), such as core self-evaluations (CSE). A convenience sample of 1211 high school students, 657 females, 554 males, aged 12 to 18 (mean age = 13.74) completed measures of cyber victimization, CSE, and different problematic technology-related behaviors. Results of correlational analysis revealed significant associations between cyber victimization and all problematic uses of technology. Our findings also suggested that high CSE weakened the relationship between cyber victimization and two of the three problematic uses of technology. Consistent with social compensation theory, cyber victimization was concurrently linked to different problematic uses of technology. Low CSE also strengthened the link between cyber victimization and problems use of smartphones and social media and also showed a marginally significant interaction with cyber victimization in predicting problematic Internet use. Implications of these preliminary findings are discussed and avenues for further research are offered.

Problematic technology use needs to be tackled so that children and adolescents can reap positive benefits during the COVID-19 pandemic.

Problematic online anime (animation) use: It's relationship with viewers' satisfaction with life, emotions, and emotion regulation

Problematic technology use is defined as a condition in which individuals experience adverse effects in their physical, psychological and social lives due to excessive and uncontrolled use of technological devices. This study aimed to examine the relationship between problematic technology use and the acquisition of social values in preschool children through an explanatory sequential design, integrating a quantitative phase that included 124 children aged 3-5 years and their mothers, while the qualitative phase involved 18 children, nine identified as problematic technology users and their teachers. Mothers evaluated their children's levels of technology use, while data on children's acquisition of social values were directly collected by the researcher through individual assessments. Teachers also observed children's social behaviours in the classroom. Data were gathered using the Problematic Technology Use Scale for Young Children and the Social Value Acquisition Scale. Qualitative data were obtained through children's drawings and teacher focus group interviews. The findings revealed that increased technology use was associated with decreases in social values such as love, respect, responsibility, cooperations and kindness. The study highlights the developmental risks of excessive technology use in early childhood.

Smartwatches are digital devices, similar to smartphones, and come with the possibility of problematic use. Problematic technology use is the experience of psychological distress or reduced daily functioning in response to excessive or addictive technology use. The purpose of this study was to explore whether problematic use of smartwatch devices for exercise tracking influences user's health behaviors such as eating habits and sedentary activity. An online survey was conducted among college-aged smartwatch users (n = 221). Results showed that using smartwatches for exercise tracking has a positive relationship with compensatory eating behavior (i.e., increasing caloric intake after exercise) when the use is higher in problematic use. This study concludes that although smartwatch devices are promoted to aid healthy behaviors, their impact on positive health outcomes may be limited for some users, to the extent that compensatory eating can derail fitness goals and may exacerbate eating behaviors. Future research should aim to develop health messaging for smartwatch users to make them aware of the potential for compensatory eating behavior to undermine their goals in the face of excessive smartwatch use for fitness purposes.

AimsIn light of the rise in research on technological addictions and smartphone addiction in particular, the aim of this paper was to review the relevant literature on the topic of smartphone addiction and determine whether this disorder exists or if it does not adequately satisfy the criteria for addiction.MethodsWe reviewed quantitative and qualitative studies on smartphone addiction and analyzed their methods and conclusions to make a determination on the suitability of the diagnosis “addiction” to excessive and problematic smartphone use.ResultsAlthough the majority of research in the field declares that smartphones are addictive or takes the existence of smartphone addiction as granted, we did not find sufficient support from the addiction perspective to confirm the existence of smartphone addiction at this time. The behaviors observed in the research could be better labeled as problematic or maladaptive smartphone use and their consequences do not meet the severity levels of those caused by addiction.Discussion and conclusionsAddiction is a disorder with severe effects on physical and psychological health. A behavior may have a similar presentation as addiction in terms of excessive use, impulse control problems, and negative consequences, but that does not mean that it should be considered an addiction. We propose moving away from the addiction framework when studying technological behaviors and using other terms such as “problematic use” to describe them. We recommend that problematic technology use is to be studied in its sociocultural context with an increased focus on its compensatory functions, motivations, and gratifications.

Organized extracurricular sports for school-age children promote extensive benefits, enhancing physical, psychological, and social well-being. Sports boost self-esteem and reduce stress, anxiety, and depression. However, excessive technology use affects about 4.4% of adolescents in Europe, with "Problematic Use of New Technologies" (PUNT) involving behaviors that disrupt daily responsibilities in favor of digital activities. Prolonged technology use, especially over five hours a day, correlates with increased depression, suicidal thoughts, and impulsivity. On the other hand, protective factors like strong social support, family and school connections, sports participation, and structured routines mitigate these risks. This study examines links between extracurricular sports, technology use, and adolescent psychological factors: hopelessness and suicide risk. We can infer that men show a greater tendency to practice sports regularly compared to women, with a significance level of p=0.044. Sports participation is associated with less problematic use of these technologies (p=0.015). Adolescents who do not practice sports exhibit a higher level of problematic use (p=83.86) compared to those who regularly engage in sports (p=66.27). This study shows that sports are associated with lower levels of hopelessness and suicide risk in adolescents, with statistically significant results (p=0.001 and p=0.002, respectively). The results indicate that problematic technology use (including internet, video games, mobile phones, and television) is associated with a higher risk of suicide and increased levels of hopelessness in young people. Six problematic behaviors were measured (withdrawal, craving, deception, unsuccessful attempts to quit, feelings of pleasure or relief, and dominance), showing correlations of -0.59 between hopelessness and problematic use (p=0.024) and -0.19 between suicide and problematic use (p&lt;0.001). DOI : https://doi.org/10.52783/pst.1916