Dynamics and moderating factors of esport participation and loneliness: A daily diary study

The purpose of this study was to examine the association between esport participation and loneliness, as well as its moderating factors. Chinese college students (N = 216) self-reported their esport playing time and degree of loneliness each day immediately before bedtime for four consecutive weeks. The findings revealed that as playing time increased, students did not experience reduced sense of loneliness during playing esport, but they experienced a temporary and intensified feeling of loneliness the same day following gameplay. Students with higher general loneliness tended to feel more after-game loneliness associated with increased esport participation. Students with higher obsessive passion about esport tended to experience more loneliness (both in-game and after-game) associated with increased esport participation. Students with greater coping motivation about esport tended to experience more in-game loneliness associated with previous increased esport participation. Students who played esport less often with friends in person, or with more escape motivation toward esport, tended to increase esport participation time more following previous increased after-game loneliness. The findings suggested that college students should avoid utilizing esport to achieve a sense of belonging and should be cautious of the loneliness-inducing effect after gameplay. A healthy level of loneliness can be maintained by playing esport more with friends in person, learning strategies to avoid obsessive passion, coping motivation, and escape motivation towards esport.

Is Increased Video Game Participation Associated With Reduced Sense of Loneliness? A Systematic Review and Meta-Analysis

The purpose of this systematic review was to evaluate the existing evidence in literature addressing the relationship between video game participation and loneliness. The following databases were searched on October 2, 2021: Medline, Psychinfo, SportDiscus, Web of Science, and CINAHL. The risk of bias of cross-sectional study was assessed by using the Joanna Briggs Institute (JBI) critical appraisal checklist for analytical cross-sectional studies with attrition bias added for longitudinal studies. The results of all included studies were synthesized using narrative synthesis. Meta-analysis was utilized to synthesis the findings of the studies that had sufficient degree of statistical and methodological homogeneity. Eighteen studies were included in this systematic review, which comprised of 20,372 participants. The narrative synthesis showed mixed findings on the relationship between video game participation and loneliness. Meta-analysis that was conducted to nine cross-sectional studies revealed that video game participation was positively and weakly associated with loneliness (r = 0.10, 95% CI = 0.03-0.17). Both cross-sectional and longitudinal studies demonstrated serious risk of bias with the addition of serious inconsistency of findings from cross-sectional studies. The existing literature is equivocal in terms of making a definitive judgment on the association between video game participation and loneliness. PROSPERO registration number: CRD42021283025. Systematic Review Registration: https://www.crd.york.ac.uk/PROSPERO, identifier: CRD42021283025.

School refusal and isolation: The perspectives of five adolescent school refusers in London, UK

Research has identified a subset of young people who feel unable to engage in mainstream education. Given the hard-to-reach nature of this group, their views on what has caused their isolation from others have received little focus in previous literature. The present study aimed to explore the experiences and views of a subset of young people seen within an inner London Pupil Referral Unit who were extremely socially withdrawn and unable to attend mainstream education. They were asked what they believe led them to their current situation, the impact of isolation, how their life is going and what they value. Key themes identified were the role of anxiety in withdrawal from education and the protective capacity of social contact, even via social media, in preventing negative outcomes of withdrawal. Sleep, health, education, family and social contact were identified as risk and protective factors and were also things participants identified as values. This research provides insight into potential ways to support young people in returning to mainstream education as well as ideas for preventative measures that may protect future generations from such extreme isolation. This research was conducted before the COVID-19 pandemic, but lessons learned bear relevance in current times.

Gaming among Children and Adolescents during the COVID-19 Lockdown: The Role of Parents in Time Spent on Video Games and Gaming Disorder Symptoms

It is mainly children and adolescents who are involved in video gaming. The lockdown caused by the COVID-19 pandemic may have further increased their use of video games and, consequently, the risk of gaming disorder (GD) symptoms. However, currently, we do not have exhaustive knowledge of this issue. To fill this gap, the current study aims to analyze video gaming habits in children and adolescents during the lockdown, starting in March 2020 in Italy, the first European country affected by the pandemic. Specifically, we aim to understand how variables related to parents—for instance, knowledge of their offspring’s life, the monitoring of their video gaming habits, and parental use of video games—are related to their offspring’s time spent on video games and GD symptoms. A web-based survey involving parents (n = 554, 79% mothers, mean age = 45.39) of 554 children and adolescents (73% males, mean age = 11.11) was utilized. The results showed that they were involved in video games, particularly boys and adolescents, with high rates of GD symptoms. The parents also spent a considerable amount of time playing video games. A path model that explained the mechanisms through which parental variables were related to their offspring’s time spent on video games and GD symptoms, controlling for gender and age, was verified. Overall, the findings indicate the importance of educating parents to behave effectively with respect to video games and monitor their offspring’s video gaming habits.

Influence of technology usage on family communication patterns and functioning: A systematic review

The upsurge of technological advancement and the introduction of the internet has impacted face to face communication.

BACKGROUND

The advances in this field have gained much interest in implying increased technology usage on various psychosocial factors, mainly mental health and changing communication patterns in the family system.

METHODOLOGY

This paper provides a systematic review of the literature published between 1990-2020, examining the relationship between technology usage and its impact on family factors like communication and family relationships.

RESULTS

A database search was conducted using certain keywords, and in total, 20 papers were selected according to inclusion criteria. The results are categorized into domains of 1) technology use of the family, 2) family communication 3) family bonding 4) rules for technology use 5) boundaries maintained by the family members related to technology use.

CONCLUSION

The results indicate that technology usage in families is very high, and maximum daily communication happens through technology. Family leisure time, offline family bonding and communication is negatively affected due to technology use. A model was developed which has implications in the family psychiatry field and specifically in working with families having difficulties managing healthy use of technology.

Bidirectional effects of Internet-specific parenting practices and compulsive social media and Internet game use

INTRODUCTION

This two-wave prospective study investigated the bidirectional relation between Internet-specific parenting (reactive restrictions, Internet-specific rules, and frequency and quality of communication about Internet) and adolescents' symptoms of social media disorder (SMD) and Internet gaming disorder (IGD). In addition, we investigated whether this relation was different for boys and girls.

METHODS

A sample of 352 adolescents (48.9% boys, M_age = 13.9, SD_age = 0.74, range: 11-15) completed questionnaires at two waves. Zero-inflated cross-lagged analyses in Mplus were performed to predict the level of IGD and SMD symptoms by Internet-specific parenting practices and vice versa, while controlling for age, level of education, and outcome at T₁.

RESULTS

More frequent parent-adolescent communication about Internet predicted more IGD (β = 0.26, p = .03) and SMD symptoms among boys, and more restrictive rules predicted fewer SMD symptoms among girls (β = -0.23, p = .08). More IGD symptoms predicted more reactive rules (β = 0.20, p = .08) among boys and girls and a higher frequency (β = 0.16, p = .02) and lower quality of communication (β = -0.24, p < .001) among boys and girls, respectively.

CONCLUSIONS

This study demonstrates bidirectional relations between Internet-specific parenting and IGD symptoms, but not SMD symptoms. Displaying IGD symptoms seems to elicit ineffective parental responses, which may further exacerbate problematic involvement in gaming. With respect to problematic social use media among girls, this study suggests that parents should set strict rules regarding Internet use, prior to problematic use of social media. Longitudinal studies on the role of parenting in development of Internet-related disorders would be promising in enhancing our understanding of how parents can effectively prevent problematic involvement in online behaviors among their children.

Smart Device Use and Perceived Physical and Psychosocial Outcomes among Hong Kong Adolescents

Excessive electronic screen-based activities have been found to be associated with negative outcomes. The aim of this study was to investigate the prevalences and patterns of smart device activities and the purposes and perceived outcomes related to smart device use, and the differences in patterns of smart device activities between adolescents who did and did not perceive these outcomes. The study was a cross-sectional survey of Hong Kong primary and secondary school students. Demographic characteristics, purpose and pattern of the activities, and frequencies of the outcomes were measured. Data from 960 adolescents aged 10-19 were analyzed. Nearly 86% of the sample use smart device daily. The one-week prevalence of perceived sleep deprivation, eye discomfort, musculoskeletal discomfort, family conflict and cyberbullying victimization related to smart device use were nearly 50%, 45%, 40%, 20% and 5% respectively. More than 25% of the respondents were at risk of negative outcomes related to smart device activities for more than 1 h per day, browsing and gaming on at least 4 days per week and watching TV/movies and posting on more than 2 days per week. Their patterns of smart device activities may put a significant number of them at risk of negative outcomes.

Growing up wired: social networking sites and adolescent psychosocial development

Since the advent of social networking site (SNS) technologies, adolescents' use of these technologies has expanded and is now a primary way of communicating with and acquiring information about others in their social network. Overall, adolescents and young adults' stated motivations for using SNSs are quite similar to more traditional forms of communication-to stay in touch with friends, make plans, get to know people better, and present oneself to others. We begin with a summary of theories that describe the role of SNSs in adolescents' interpersonal relationships, as well as common methodologies used in this field of research thus far. Then, with the social changes that occur throughout adolescence as a backdrop, we address the ways in which SNSs intersect with key tasks of adolescent psychosocial development, specifically peer affiliation and friendship quality, as well as identity development. Evidence suggests that SNSs differentially relate to adolescents' social connectivity and identity development, with sociability, self-esteem, and nature of SNS feedback as important potential moderators. We synthesize current findings, highlight unanswered questions, and recommend both methodological and theoretical directions for future research.

“Media Time = Family Time”

Media use in families has generally been examined from a narrow viewpoint, focusing on monitoring or co-viewing. The current research provides an expanded view of positive media use in families with adolescents by examining associations between diverse positive media use and family and adolescents outcomes. In addition, we used qualitative methods to provide a more comprehensive view of how families use media in positive ways, specifically drawing distinctions between traditional entertainment media and social media. Participants included 633 adolescents and their parents who completed a range of quantitative and qualitative measures on media use and adolescent and family outcomes. Results revealed that positive media use was positively associated with general family functioning (for girls), parental involvement (for both boys and girls), and adolescent disclosure to parents (for boys). Qualitative results revealed that families use media in diverse ways including for entertainment, emotional connection, discussion, information, and documentation. Results are discussed within the broad framework of family systems theory.

Online communication among adolescents: an integrated model of its attraction, opportunities, and risks

Adolescents far outnumber adults in their use of e-communication technologies, such as instant messaging and social network sites. In this article, we present an integrative model that helps us to understand both the appeal of these technologies and their risks and opportunities for the psychosocial development of adolescents. We first outline how the three features (anonymity, asynchronicity, and accessibility) of online communication stimulate controllability of online self-presentation and self-disclosure among adolescents. We then review research on the risks and opportunities of online self-presentation and self-disclosure for the three components of adolescents' psychosocial development, including identity (self-unity, self-esteem), intimacy (relationship formation, friendship quality, cyberbullying), and sexuality (sexual self-exploration, unwanted sexual solicitation). Existing research suggests several opportunities of online communication, such as enhanced self-esteem, relationship formation, friendship quality, and sexual self-exploration. It also yields evidence of several risks, including cyberbullying and unwanted sexual solicitation. We discuss the shortcomings of existing research, the possibilities for future research, and the implications for educators and health care professionals.