Abstract

Text messaging, e-mail, instant messaging, and social networking sites are changing the way people interact with each other. The popularity of these communication technologies among emerging adults in particular has grown exponentially, with little accompanying research to understand their influences on psychosocial development. This study explores the relationship between communication technology usage (text messaging, e-mail, instant messaging, and social networking) and adolescent adjustment among 268 high school students. It was hypothesized that use of communication technology would be related to psychological adjustment, including identity development, relationship attachment and peer conflict. Participants were recruited from three public high schools in central Florida (69% female, 81.9% White). Time spent using communication technology was significantly correlated with psychological symptom severity (i.e. anxiety and depression), identity distress, peer aggression, and existential anxiety. It was also significantly but negatively correlated with relationship avoidance. Degree of usage of communication technology for interpersonal communication was significantly correlated with peer aggression, relationship anxiety, and existential anxiety. Those with a preoccupied style (high in relationship anxiety, low in relationship avoidance) spent significantly more time using communication technology than those in the dismissive (high in avoidance, low in anxiety), fearful (high in both), and secure (low in both) styles. Further analyses and their implications for adolescent development will be discussed.

Notes

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Thesis Completion

2012

Semester

Spring

Advisor

Berman, Steven L.

Degree

Bachelor of Science (B.S.)

College

College of Sciences

Degree Program

Psychology

Subjects

Dissertations, Academic -- Sciences;Sciences -- Dissertations, Academic

Location

UCF Daytona Beach

Format

PDF

Identifier

CFH0004213

Language

English

Access Status

Open Access

Length of Campus-only Access

None

Document Type

Honors in the Major Thesis

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Included in

Psychology Commons

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