Media Use and Adolescent Psychological Adjustment: An Examination of Gender Differences

Autor/in	Ohannessian, Christine McCauley
Titel	Media Use and Adolescent Psychological Adjustment: An Examination of Gender Differences
Quelle	In: Journal of Child and Family Studies, 18 (2009) 5, S.582-593 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-1024
DOI	10.1007/s10826-009-9261-2
Schlagwörter	Video Games; Parent Child Relationship; Alcoholism; Adolescents; Gender Differences; Depression (Psychology); Anxiety; Emotional Adjustment; Mass Media Use; Symptoms (Individual Disorders); Surveys + Suchen Sie Ihr Suchwort? Video game; Videospiel; Videospiele; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Alkoholismus; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Geschlechterkonflikt; Angst; Emotionale Anpassung; Mediennutzung; Psychiatrische Symptomatik; Survey; Umfrage; Befragung
Abstract	This study examined media use and psychological adjustment (as indicated by depression and anxiety symptomatology) in a sample of 328 14- to 16-year-old adolescents. Primary goals of the study were to explore whether media use differs by gender, whether media use is related to adolescent psychological problems, and whether media use moderates the relationship between parental alcoholism and adolescent psychological adjustment. Adolescents were surveyed in the spring of 2006, and again one year later. Gender differences in media use were observed with boys spending more time playing video games than girls and girls spending more time talking on the phone than boys. Strikingly, none of the types of media examined was associated with depression or anxiety. Moreover, media use acted as a protective factor for boys. Boys who spent relatively more time playing video games and watching television had the lowest levels of anxiety, especially those from alcoholic homes. The opposite pattern emerged for girls. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10