Suchergebnisse

The aim of this study is to look at the social impact that the internet has on the teenagers of "Arben Broci" school in Tirana. The study looks at the activities that teenagers engage themselves in on the internet, the hours they spend there, and the social influence that these activities have on them. By interviewing 100 people of different ages, some of which were interviewed in the high school, "Arben Broci" in Tirana, we have gathered qualitative and quantitative data through the use of a questionnaire. After the study, we concluded that the internet has both positive as well as negative impacts on socially isolated adolescents. We have seen that adolescents engage themselves in online chats through which they exchange data and information with people they do not know. This puts them at risk. In majority of the cases, they meet people whom they do not know their motives. The risk of child exposure to pornography and exploitation has increased along with the rise in internet use. The global nature of the internet also increases the child's risk of meeting a predator. According to Wolfe & Higgings (2008), more attention has been given to online solicitation of sex from children. The positive social impact of the internet is that it creates an environment where teens can seek information needed for educational purposes. The study concludes that parents, teachers, and the government must be aware of the social impact of the internet on the lives of adolescents. Therefore, they must work together to minimize the harmful impacts of the internet on socially isolated students.

Cyberbullying is a form of violence through bullying, harassment, bullying, humiliation, intimidation carried out using the Internet, mobile phones and other electronic devices. Cyberbullying is very common in modern society and causes significant harm to its victims, negatively affecting their mental and physical health. The purpose of this study is to identify in the Russian-speaking society the connections and properties of insecurity from cyberbullying and Internet addiction. The article shows that vulnerability to cyberbullying of adolescents is positively associated with Internet addiction and negatively with life satisfaction, while in girls it is also positively associated with stress, anxiety and depression, a craving for smoking and negatively associated with self-efficacy in affairs. Internet addiction of adolescents is positively associated with anxiety, depression and stress and negatively with self-esteem, life satisfaction and self-efficacy in business relationships, and in girls – also with self-efficacy in interpersonal relationships. Internet addiction in girls is stronger than in young men associated with insecurity from cyberbullying, with stress, with a decrease in self-efficacy in business and in interpersonal relationships, therefore, for girls, Internet addiction and insecurity from cyberbullying is more likely than for boys, is fraught with negative consequences. The connection between academic performance and Internet addiction turned out to be statistically insignificant, which differs from the conclusions of a number of foreign psychologists who found that there is a negative correlation between Internet addiction and academic performance. A negative relationship between academic performance and smoking in girls and a positive relationship between academic performance and stress in boys and girls were revealed. Craving for smoking in girls positively correlates with stress. Most of the relationships established in this study in Russian-speaking society between insecurity from cyberbullying and Internet addiction on the one hand and anxiety, depression, stress, self-esteem, self-efficacy, life satisfaction, and craving for smoking are consonant with foreign results on the corresponding relationships of cyberbullying and Internet addiction.

Danksagung -- Inhaltsverzeichnis -- Abbildungsverzeichnis -- Tabellenverzeichnis -- 1 Einleitung -- 2 Gegenstand und Ausgangslage -- 2.1 Das Internet: Ein Sonderfall unter den Medien -- 2.2 Relevanz des Internets im Alltag Heranwachsender -- 2.3 Internetnutzer: Keineswegs Gleiche unter Gleichen -- 2.3.1 Unterschiede zwischen den Generationen -- 2.3.2 Unterschiede innerhalb der Generation -- 2.4 Sozialisation zur Mediennutzung -- 2.4.1 Chancen, Risiken und Medienkompetenz als Zielgrössen -- 2.5 Gesellschaftliche Bezugspunkte -- 2.6 Fazit Gegenstand und Ausgangslage -- 3 Theoretischer Hintergrund -- 3.1 Sozialisation -- 3.1.1 Psychologische und soziologische Theorien -- 3.1.1.1 Sozialisation als Bewältigung -- 3.1.1.2 Sozialisation als Lernen -- 3.1.1.3 Sozialisation als kognitionspsychologische Stufen -- 3.1.1.4 Sozialisation als Wechselwirkung -- 3.1.1.5 Sozialisation als Rollenerwerb -- 3.1.1.6 Sozialisation als Zuschreibungs- und Erwerbsprozess -- 3.1.1.7 Sozialisation als Reintegration -- 3.1.1.8 Sozialisation als Selbstsozialisation -- 3.1.2 Sozialisation im Kindes- und Jugendalter -- 3.1.2.1 Sozialisationsinstanzen -- 3.1.2.2 Sozialisation in der Familie -- 3.1.2.3 Sozialisation in der Schule -- 3.1.2.4 Sozialisation in der Gleichaltrigengruppe -- 3.1.2.5 Fazit Sozialisation im Kindes- und Jugendalter -- 3.2 Elemente der Mediennutzung -- 3.3 Medienkompetenz -- 3.3.1.1 Medienkompetenz im pädagogischen Diskurs -- 3.3.1.2 Definition der Medienkompetenz -- 3.4 Fazit theoretischer Hintergrund -- 4 Forschungsstand -- 4.1 Zur Jugendmedienforschung -- 4.1.1 Jugendmedienforschung und Internet: EU Kids Online -- 4.2 Risiken, Chancen und Medienkompetenz -- 4.3 Einflussgrössen des Kindes auf die Mediennutzung -- 4.4 Einflussgrössen der Eltern auf die Mediennutzung -- 4.4.1 Mediation der Eltern -- 4.5 Einflussgrössen der Umwelt auf die Mediennutzung

Intro -- Cover -- Title Page -- Imprint -- Contents -- Introduction: Finding the Teen Age -- Chapter One: Setting the Scene -- Chapter Two: Adolescent Stirrings -- Chapter Three: Jazz Age Youth -- Chapter Four: The Teenager is Here! -- Chapter Five: Milk-Bar Cowboys and Rock 'n' Roll -- Conclusion: Back to the Future -- Abbreviations -- Notes -- Bibliography -- Illustration Credits -- Acknowledgements -- Index -- About the author

"Through storytelling and spirited dialogue, a father-daughter team shares the struggles and rewards of making intentional choices about technology use during the teen years, setting teens on a path toward the love, confidence, and joy that every kid is looking for"--

The Defining the Relationship Study aimed to gather information from teens aged 15 to 17 about their use of "defining the relationship" conversations in their romantic relationships. Very little information existed about defining the relationship talks prior to this research, so this study used an exploratory approach to gather descriptive data about defining the relationship talks. Therefore, it was important to recruit a sample that appropriately represented diverse teens across the United States, and I used a variety of strategies to meet that goal. I obtained a waiver of parent permission and used Facebook advertising as an efficient, cost-effective way to reach teens who were interested in participating in this research study; because the vast majority of U.S. teens use Facebook, this method allowed me to recruit a diverse sample of teens from across the United States. I collected data using an online self-report survey that was accessible on a computer, tablet, or smartphone to make the study available to all teens regardless of geographic location or socioeconomic status. To minimize self-selection bias, I used a quota sampling procedure to ensure that we recruited appropriate numbers of participants of relevant demographic identities into the sample. These methods allowed me to obtain a diverse, nationwide sample of 435 teens and to discover new information about the role that defining the relationship talks play in teens' lives.

Intensiv wird uber die ?Generation Internet" diskutiert. Junge Menschen gelten als mit digitalen Medien breit vernetzt und durch Mobiltelefone immer erreichbar. Sie nutzen daneben ebenso umfassend (Internet-)Fernsehen und digitale Musik. Wenn sie politisch aktiv werden, so organisieren sie dies online. Vergemeinschaftung ist fur junge Erwachsene - so die These - insbesondere Gemeinschaftsbildung in und durch Medien. Aber stimmt dieses Bild wirklich? Sind junge Menschen, wenn es um ihre kommunikative Vernetzung geht, tatsachlich auf eine solche Weise orientiert? Diesen Fragen geht das Buch auf Basis einer zweijahrigen Forschung mit Jugendlichen und jungen Erwachsenen zwischen 16 und 30 Jahren nach

"This book provides insight on the impact and role of digital technologies on adolescent lives, and how they navigate developmental tasks and issues utilizing these technologies and how these technologies contribute to addiction, information processing for fake news, hinder or help identity development and formation, and can contribute to aggressive behaviors"--

Social media and European Union are two realities of the present that have undoubtedly brought major changes in society in terms of communication, intergroup relations and identity negotiation. The power relations between social media and European Union have become so great that a change from one side is immediately felt on the other side, and more important is that the two together define the present and build the future. It is a complex process, especially since European integration is resisting nationalist politics, and the Internet is drastically regulated even by the European Union, as it has never been before. Thus, inevitably, new aspects of social life arise, with which people need to get familiarized in order to shape a common sense. Therefore, we investigated the social representation of social media at Romanian teenagers, demonstrating through this research that it has mostly positive elements, but which are under the threat of new Internet regulations. If we also consider the process of European integration, social media can represent a strong link between the European Union and Romania, helping create a good European identity, despite the national sovereignty that has been promoted. The research was based on a structured questionnaire, Associative Network Technique with four stimuli ("Me", "Social Media", "European Union", "Romania"), YouTube video analysis, and text mining on Facebook.