| Funding Scheme : |
General Research Fund |
| Project Number : |
14608120 |
| Project Title(English) : |
Longitudinal profiles of risky online behaviors among early adolescents: Associations with indicators of positive technological development using a person-centered approach |
| Project Title(Chinese) : |
青少年網上風險行為與正面科技發展關係的追蹤研究 |
| Principal Investigator(English) : |
Prof Lau, Wilfred Wing-fat |
| Principal Investigator(Chinese) : |
|
| Department : |
Dept of Curriculum & Instruction |
| Institution : |
The Chinese University of Hong Kong |
| Co - Investigator(s) : |
|
Dr Chu, Samuel Kai Wah
|
|
Dr Leung, Nga Man Angel
|
|
Prof Mesch, Gustavo S.
|
|
| Panel : |
Humanities, Social Sciences |
| Subject Area : |
Education |
| Exercise Year : |
2020 / 21 |
| Fund Approved : |
884,126 |
| Project Status : |
On-going
|
| Completion Date : |
30-6-2024 |
Abstract as per original application
(English/Chinese): |
This study examines the longitudinal profiles of risky online behaviors among early adolescents and their relationships with indicators of positive technological development (PTD) using a person-centered approach. It attempts to disentangle the complex relationships between risky online behaviors and PTD in order to engage youth in positive technology use.
Adolescents living in the Internet era can freely navigate the so-called cyberspace. Whereas the Internet provides instantly available information for educational and entertainment purposes, it also affords anonymity for those who choose to take risks online. Recent years have seen an upsurge in such risky online behaviors as game addiction, online victimization, and cyberbullying. This phenomenon demands our collective efforts to devise appropriate strategies to deal with these behaviors.
Whereas the negative impacts of technology on adolescents’ wellbeing have been extensively researched and reported in society and academia, this study uses the PTD framework proposed by Bers, Lynch, and Chau (2012) to delineate and promote the positive development of young people in technology-rich contexts. In the framework, there are six assets of PTD, called the six Cs: competence, confidence, character, connection, caring, and contribution.
Specifically, this study extends previous research by adopting a person-centered approach to profile risky online behaviors among early adolescents over three years and identifying the developmental trajectories of their risky online behaviors and PTD. Most importantly, it assesses the intricate relationships between the various profiles of risky online behaviors and the indicators of PTD. In doing so, this study addresses the perennial issue that risky online behaviors are manifested differently in different young people and are differentially associated with different positive outcomes.
Theoretically, the study will provide findings for researchers to understand interindividual differences in intraindividual characteristics of risky online behaviors and PTD and to articulate their complex relationships longitudinally. Practically, parents and teachers will be better informed as to how to communicate and negotiate with the current generation of adolescents about the importance of PTD. The Education Bureau may utilize the findings of the study to design and implement integrated and individualized evidence-based youth development programs to help those youth who suffer from online behavioral problems from the perspective of PTD. Policymakers will be more equipped with knowledge and understanding to formulate developmentally attentive youth policy to improve the lives of youth and their families.
這項研究使用以個體中心取向的方法，調查了早期青少年網上風險行為的縱向剖面及其與正面科技發展指標的關係。它試圖解開網上風險行為與正面科技發展之間的複雜關係，以使青少年參與正面的技術使用。互聯網時代的青少年可以自由瀏覽網絡空間。儘管互聯網為青少年的教育和娛樂提供了即時可用的信息，它亦為那些選擇網上冒險的人提供了匿名性。近年來，諸如遊戲成癮，網上受害和網絡欺凌等網上風險行為激增。這種現象需要我們共同努力，以製定適當的策略來應對這些行為。儘管社會和學術界已廣泛研究並報導了科技對青少年福祉的負面影響，本研究使用了Bers，Lynch和Chau（2012）提出的正面科技發展框架來描述和促進青少年在科技使用方面的正面發展。在這框架中，正面科技發展包含六項資產：能力，信心，性格，關係，關懷和貢獻。具體而言，本為期三年的研究通過採用以個體中心取向的方法來描述早期青少年的網上風險行為，並確定其網上風險行為和正面科技發展的軌跡，從而擴展了先前的研究。最重要的是，它評估了網上風險行為的各種特徵與正面科技發展指標之間的複雜關係。通過這樣的分析，本研究解決了長期存在的問題，即網上風險行為在不同的青少年中表現出不同的特徵，並且與不同的正面結果存在不同的關係。從理論上而言，本研究將為研究人員提供一些發現，以了解網上風險行為和正面科技發展的個別化特徵之間的個體差異，並闡明它們之間的複雜縱向關係。實際上，家長和老師將更加了解如何與當代的青少年溝通和協商有關正面科技發展的重要性。教育局亦可以利用本研究的結果設計和實施個體化的綜合青少年發展計劃，並從正面科技發展的角度幫助遭受網上風險行為問題困擾的青少年。決策者將對相關的問題更加了解，從而製定具有針對性的青年政策，以改善青少年及其家人的生活。
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| Research Outcome |
Layman's Summary of
Completion Report: |
Not yet submitted
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