Valkenburg et al.
The aim of this review is to outline how three features of online communication (anonymity,
asynchronicity, and accessibility) can stimulate controllability of self-presentation and self-
disclosure skills among adolescents. Additionally, we theorize and substantiate how Internet-
stimulated self-presentation and self-disclosure explains both the appeal and the effects of
online communication on the following three aspects of psychosocial development: identity,
intimacy, and sexuality.
Three developmental tasks:
First, adolescents have to develop a firm sense of their self or identity, that is, they
need to achieve a secure feeling about who they are and what they wish to become.
Second, they have to develop a sense of intimacy, that is, they need to acquire the
abilities that are necessary to form, maintain, and terminate close, meaningful
relationships with others.
Third, they have to develop their sexuality, that is, they at least need to (a) become
used to feelings of sexual desire, (b) define and accept their sexual orientation, and
(c) learn how to engage in mutual, nonexploitative, honest, and safe sexual contacts
and relationships.
Self-presentation = selectively presenting aspects of one’s self to others.
Self-disclosure = revealing intimate aspects of one’s true self.
Anonymity
The most extreme form is source anonymity [14]. It refers to the situation wherein
online communication, for example in a chat room or online support network, cannot
be attributed to a specific individual (i.e., source). Another common form of anonymity
is audiovisual anonymity, which refers to either the lack, or the reduction, of
nonverbal (visual or auditory) cues conveyed in online communication.
The anonymity-induced control of self-presentation and selfdisclosure can affect
adolescents’ psychosocial development in positive and negative ways. Online
anonymity may lead to less concern about their physical appearance (e.g., pimples,
blushes), which may facilitate adolescents’ online self-disclosure and
selfpresentation, and, as a result, their opportunities for approval and social
acceptance. In contrast, online anonymity may also stimulate impulsive reactions,
which may result in disinhibited, aggressive, and insulting comments, as well as in
cyberbullying and online harassment of peers.
Asynchronicity
Most online communication is asynchronous, that is, it allows adolescents to change
and reflect on what they write before they send their messages. Therefore, in most
types of online communication, the level of editability is higher than that in face-to-
face communication, in which communication can only be adjusted afterward rather
than before it is transmitted.
The high level of editability of online communication can be used or misused.
Asynchronicity and the resulting editing possibilities have been shown to allow
adolescents to carefully think about and edit information, and by doing so, optimize
their self-presentation and self-disclosure. Conversely, it also allows them to tailor
information meticulously such that it may become particularly painful for a target or
online victim.
Accessibility
Similar to other Internet features, the high accessibility of the Internet creates
opportunities and risks. It allows adolescents to form close friendships with teenagers
whom they would not easily meet in their offline lives, and to find support from peers
The aim of this review is to outline how three features of online communication (anonymity,
asynchronicity, and accessibility) can stimulate controllability of self-presentation and self-
disclosure skills among adolescents. Additionally, we theorize and substantiate how Internet-
stimulated self-presentation and self-disclosure explains both the appeal and the effects of
online communication on the following three aspects of psychosocial development: identity,
intimacy, and sexuality.
Three developmental tasks:
First, adolescents have to develop a firm sense of their self or identity, that is, they
need to achieve a secure feeling about who they are and what they wish to become.
Second, they have to develop a sense of intimacy, that is, they need to acquire the
abilities that are necessary to form, maintain, and terminate close, meaningful
relationships with others.
Third, they have to develop their sexuality, that is, they at least need to (a) become
used to feelings of sexual desire, (b) define and accept their sexual orientation, and
(c) learn how to engage in mutual, nonexploitative, honest, and safe sexual contacts
and relationships.
Self-presentation = selectively presenting aspects of one’s self to others.
Self-disclosure = revealing intimate aspects of one’s true self.
Anonymity
The most extreme form is source anonymity [14]. It refers to the situation wherein
online communication, for example in a chat room or online support network, cannot
be attributed to a specific individual (i.e., source). Another common form of anonymity
is audiovisual anonymity, which refers to either the lack, or the reduction, of
nonverbal (visual or auditory) cues conveyed in online communication.
The anonymity-induced control of self-presentation and selfdisclosure can affect
adolescents’ psychosocial development in positive and negative ways. Online
anonymity may lead to less concern about their physical appearance (e.g., pimples,
blushes), which may facilitate adolescents’ online self-disclosure and
selfpresentation, and, as a result, their opportunities for approval and social
acceptance. In contrast, online anonymity may also stimulate impulsive reactions,
which may result in disinhibited, aggressive, and insulting comments, as well as in
cyberbullying and online harassment of peers.
Asynchronicity
Most online communication is asynchronous, that is, it allows adolescents to change
and reflect on what they write before they send their messages. Therefore, in most
types of online communication, the level of editability is higher than that in face-to-
face communication, in which communication can only be adjusted afterward rather
than before it is transmitted.
The high level of editability of online communication can be used or misused.
Asynchronicity and the resulting editing possibilities have been shown to allow
adolescents to carefully think about and edit information, and by doing so, optimize
their self-presentation and self-disclosure. Conversely, it also allows them to tailor
information meticulously such that it may become particularly painful for a target or
online victim.
Accessibility
Similar to other Internet features, the high accessibility of the Internet creates
opportunities and risks. It allows adolescents to form close friendships with teenagers
whom they would not easily meet in their offline lives, and to find support from peers
