Literature: Youth culture in a digital world
Week 1: Introduction and Media Effects (Lecture 1 & 2)
Gentile & Sesma (2003): Developmental Approaches in Understanding Media
E ects
- Ar cle highlights the importance of developmental psychology in understanding how media a ects
youth. It dispels common misconcep ons and present frameworks for analyzing the e ects.
Key myths and reali es:
1. Media E ects are not simple and direct: media in uences are o en subtle and cumula ve, the in uence
is o en unconsciously rather than through immediate cause-and-e ect rela onships.
Example: adver sements gradually shape consumer preferences without viewers realizing their
in uence.
2. Media E ects extend beyond extreme violence: exposure to violent media fosters a culture of
disrespect and normaliza on of aggression, not just isolated violent acts. E ects are seen in increased
verbal aggression, bullying, and emo onal desensi za on.
3. Media E ects are not obvious: behavioral changes are gradual, making the connec on to media
consump on harder to detect. Media violence works like smoking, it takes me for harmful e ects to
manifest.
4. E ects vary by individual: factors like gender, age, and personality in uence how media a ects
individuals. Notable e ects include:
- Aggressor E ect = increased aggression and hos lity
- Vic m E ect = Heightened fear and percep on of a dangerous world
- Bystander E ect = Desensi za on to violence and reduces empathy
- Appe te E ect = growing desire for more violent content a er repeated exposure
Developmental Tasks Approach: media impacts are ed to speci c developmental needs, such as forming
iden ty and regula ng emo ons. Posi ve or nega ve media e ects depend on how well media aligns with
these developmental tasks.
Risk en Resilience Approach: examines how individual vulnerabili es and protec ve factors moderate media
e ects. For example, strong family support can mi gate nega ve e ects of violent media.
Subrahmanyam & Smahel (2011): Digital Youth, Chapter 4; Constructing
Identity online
- Chapter explores how adolescents use digital media to construct and explore their iden es. It highlights
how online pla orms provide unique opportuni es for self-presenta on, iden ty experimenta on, and
expression.
Iden ty in Adolescence
Adolescence is a cri cal period for iden ty forma on, as described by Erik Erikson’s psychosocial
development theory = a comprehensive framework that outlines eight stages of psychosocial development
spanning from infancy to adulthood. Each stage presents a core con ict or ‘crisis’ that individuals must
resolve to develop a healthy personality and strong social rela onships. Succes at each stage builds a
founda on for future growth, while failure may result in challenges that persist into later stages.
-> Erikson emphasized the importance of social interac ons in shaping iden ty, making his theory
par cularly relevant in the digital age, where online and o ine iden es can intertwine.
The Eight Stages:
- Infancy (0-1 year): Trust vs. Mistrust
Infants learn to trust caregivers for basic needs (food, comfort etc), Can I trust the world?
- Early childhood (1-3 years): Autonomy vs. Shame and Doubt
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, Toddlers strive for independence (walking, choosing ac vi es etc.). Suppor ve caregiver encourage
autonomy, overly cri cal or controlled ones create doubt and shame. Can I do things myself or must I rely on
others?
- Preschool (3-6 years): Ini a ve vs. Guilt
Children begin to assert themselves through play and decision-making. Encouragement fosters ini a ve,
discouragement or punishment leads to guilt about desires or ac ons. Is it okay for me to do things and
explore?
- School age (6-12 years): Industry vs. inferiority
Children focus in mastering skills and gaining recogni on for their e orts. Success builds a sense of
competence (industry), failure or cri cism fosters feelings of inferiority. Can I be competent and achieve
things?
- Adolescence (12-18 years): Iden ty vs. Role Confusion
Adolescents explore personal iden ty, values, and roles in society. Successful explora on leads to a
coherent sense of self, failure results in role confusion and uncertainty about their future. Who am I and
where am I going?
• Adolescent explore various roles, beliefs, and goals to form a stable sense of iden ty.
• Successful resolu on results in a coherent self-concept and direc on in life.
• Unresolved iden ty con icts can lead to confusion, insecurity, and di culty naviga ng adulthood.
- Young adulthood (19-40 years): In macy vs. Isola on
Adults seek deep connec ons and rela onships. Success leads to in macy and commitment, failure results
in isola on and emo onal distance. Can I form close rela onships?
- Middle adulthood (40-65 years): Genera vity vs. Stagna on
Individuals focus on contribu ng to society (through career, family, community). Genera vely leads to a
sense of purpose, stagna on results in self-absorp on or lack of ful llment. What can I contribute to the
world?
- Late adulthood (65+ years): Integrity vs. Despair
Older adults re ect on their lives. A sense of accomplishments fosters integrity and peace, regret or
unful lled goals lead to despair and dissa sfac on. Did I live a meaningful life?
Online Self-Presenta on
Online pla orms allow for both realis c self-presenta on (aligning closely with one’s o ine self) and
idealized self-presenta on (emphasizing aspira onal traits).
- Features like anonymity and asynchronous communica on provide a safer space for explora on
compared to o ine interac ons.
Virtual Iden ty
Adolescents o en experiment with virtual iden es by adop ng avatars or usernames that di er from real-
world personas. These experiments can serve as a low-risk way to explore di erent aspects of their
personality or interests.
Tools for online iden ty expression:
- Blogs and Homepages: self-expression and re ec on, digital diary, share opinions, and gain social
feedback.
- Social Networking Sites (SNSs): Facebook, instagram, adolescents create pro les with photos, posts,
connec ons etc. Public vs. Private Sharing
- Iden ty experiments and Pretending: adop ng a di erent gender, age, or personality
- Ethnic Iden ty online: for minority adolescents, opportuni es to connect with cultural communi es
Co-Construc on model = adolescents online behavior are shaped by and, in turn, shape their development
trajectories. Iden ty development online is in uence by social interac ons and feedback loops within digital
communi es.
Iden ty Status Theory (Marcia, 1966) = Adolescents online may re ect di erent iden ty statuses:
• Achievement: established iden ty with consistent values
• Moratorium: ac ve explora on of roles and beliefs
• Foreclosure: adop on of roles without explora on (parental or societal expecta ons)
• Di usion: lack of commitment or explora on
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Week 1: Introduction and Media Effects (Lecture 1 & 2)
Gentile & Sesma (2003): Developmental Approaches in Understanding Media
E ects
- Ar cle highlights the importance of developmental psychology in understanding how media a ects
youth. It dispels common misconcep ons and present frameworks for analyzing the e ects.
Key myths and reali es:
1. Media E ects are not simple and direct: media in uences are o en subtle and cumula ve, the in uence
is o en unconsciously rather than through immediate cause-and-e ect rela onships.
Example: adver sements gradually shape consumer preferences without viewers realizing their
in uence.
2. Media E ects extend beyond extreme violence: exposure to violent media fosters a culture of
disrespect and normaliza on of aggression, not just isolated violent acts. E ects are seen in increased
verbal aggression, bullying, and emo onal desensi za on.
3. Media E ects are not obvious: behavioral changes are gradual, making the connec on to media
consump on harder to detect. Media violence works like smoking, it takes me for harmful e ects to
manifest.
4. E ects vary by individual: factors like gender, age, and personality in uence how media a ects
individuals. Notable e ects include:
- Aggressor E ect = increased aggression and hos lity
- Vic m E ect = Heightened fear and percep on of a dangerous world
- Bystander E ect = Desensi za on to violence and reduces empathy
- Appe te E ect = growing desire for more violent content a er repeated exposure
Developmental Tasks Approach: media impacts are ed to speci c developmental needs, such as forming
iden ty and regula ng emo ons. Posi ve or nega ve media e ects depend on how well media aligns with
these developmental tasks.
Risk en Resilience Approach: examines how individual vulnerabili es and protec ve factors moderate media
e ects. For example, strong family support can mi gate nega ve e ects of violent media.
Subrahmanyam & Smahel (2011): Digital Youth, Chapter 4; Constructing
Identity online
- Chapter explores how adolescents use digital media to construct and explore their iden es. It highlights
how online pla orms provide unique opportuni es for self-presenta on, iden ty experimenta on, and
expression.
Iden ty in Adolescence
Adolescence is a cri cal period for iden ty forma on, as described by Erik Erikson’s psychosocial
development theory = a comprehensive framework that outlines eight stages of psychosocial development
spanning from infancy to adulthood. Each stage presents a core con ict or ‘crisis’ that individuals must
resolve to develop a healthy personality and strong social rela onships. Succes at each stage builds a
founda on for future growth, while failure may result in challenges that persist into later stages.
-> Erikson emphasized the importance of social interac ons in shaping iden ty, making his theory
par cularly relevant in the digital age, where online and o ine iden es can intertwine.
The Eight Stages:
- Infancy (0-1 year): Trust vs. Mistrust
Infants learn to trust caregivers for basic needs (food, comfort etc), Can I trust the world?
- Early childhood (1-3 years): Autonomy vs. Shame and Doubt
ffff
titifttiti tifftiflffff tf titi ff ti ti titi ti tititi ti tititifltititi titi fflft titiffftfiti fffltiti
flti fftiti ti ti ti fftititiff ffffti fl
, Toddlers strive for independence (walking, choosing ac vi es etc.). Suppor ve caregiver encourage
autonomy, overly cri cal or controlled ones create doubt and shame. Can I do things myself or must I rely on
others?
- Preschool (3-6 years): Ini a ve vs. Guilt
Children begin to assert themselves through play and decision-making. Encouragement fosters ini a ve,
discouragement or punishment leads to guilt about desires or ac ons. Is it okay for me to do things and
explore?
- School age (6-12 years): Industry vs. inferiority
Children focus in mastering skills and gaining recogni on for their e orts. Success builds a sense of
competence (industry), failure or cri cism fosters feelings of inferiority. Can I be competent and achieve
things?
- Adolescence (12-18 years): Iden ty vs. Role Confusion
Adolescents explore personal iden ty, values, and roles in society. Successful explora on leads to a
coherent sense of self, failure results in role confusion and uncertainty about their future. Who am I and
where am I going?
• Adolescent explore various roles, beliefs, and goals to form a stable sense of iden ty.
• Successful resolu on results in a coherent self-concept and direc on in life.
• Unresolved iden ty con icts can lead to confusion, insecurity, and di culty naviga ng adulthood.
- Young adulthood (19-40 years): In macy vs. Isola on
Adults seek deep connec ons and rela onships. Success leads to in macy and commitment, failure results
in isola on and emo onal distance. Can I form close rela onships?
- Middle adulthood (40-65 years): Genera vity vs. Stagna on
Individuals focus on contribu ng to society (through career, family, community). Genera vely leads to a
sense of purpose, stagna on results in self-absorp on or lack of ful llment. What can I contribute to the
world?
- Late adulthood (65+ years): Integrity vs. Despair
Older adults re ect on their lives. A sense of accomplishments fosters integrity and peace, regret or
unful lled goals lead to despair and dissa sfac on. Did I live a meaningful life?
Online Self-Presenta on
Online pla orms allow for both realis c self-presenta on (aligning closely with one’s o ine self) and
idealized self-presenta on (emphasizing aspira onal traits).
- Features like anonymity and asynchronous communica on provide a safer space for explora on
compared to o ine interac ons.
Virtual Iden ty
Adolescents o en experiment with virtual iden es by adop ng avatars or usernames that di er from real-
world personas. These experiments can serve as a low-risk way to explore di erent aspects of their
personality or interests.
Tools for online iden ty expression:
- Blogs and Homepages: self-expression and re ec on, digital diary, share opinions, and gain social
feedback.
- Social Networking Sites (SNSs): Facebook, instagram, adolescents create pro les with photos, posts,
connec ons etc. Public vs. Private Sharing
- Iden ty experiments and Pretending: adop ng a di erent gender, age, or personality
- Ethnic Iden ty online: for minority adolescents, opportuni es to connect with cultural communi es
Co-Construc on model = adolescents online behavior are shaped by and, in turn, shape their development
trajectories. Iden ty development online is in uence by social interac ons and feedback loops within digital
communi es.
Iden ty Status Theory (Marcia, 1966) = Adolescents online may re ect di erent iden ty statuses:
• Achievement: established iden ty with consistent values
• Moratorium: ac ve explora on of roles and beliefs
• Foreclosure: adop on of roles without explora on (parental or societal expecta ons)
• Di usion: lack of commitment or explora on
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fltitititi titi tiflti tititi ti ti ti tititi titi ti flfltititi
titititiff tititi tititi ti ti flfifftiffiti fftififf ti titi titi fflti ti ff titi ti
