Digital Literacy and Online Resilience as Facilitators of Young People’s Well-Being?
A Systematic Review
Abstract
Abstract. Previous studies suggest that online resilience, which is the capacity to bounce back from adversity by, for instance, coping with online risks in an effective way, and digital literacy serve as potential safeguards for young people against harmful consequences of negative online experiences. However, research on these factors largely resides in separate bodies of literature. By means of a systematic review, we aim to integrate the literature on young people’s online resilience, digital literacy, and well-being in the context of negative online experiences, and we examine the associations among them. The review of 30 empirical articles shows that negative online experiences undermine young people’s well-being but are also essential to developing online resilience. While a limited number of studies have focused on the protective roles of online resilience and digital literacy and on the link between these two factors, the review identified that more research is needed to establish whether this is truly the case. The review enables us to propose guidelines for further empirical research on the relations among young people’s digital literacy, online resilience, and well-being.
References
2018). The relationship between media literacy and psychological well-being in adolescent girls in Semirom city. Journal of Education and Health Promotion, 7(1), 1–6. https://doi.org/10.4103/jehp.jehp_41_18
(2018). Online opportunities and risks for children and adolescents: The role of digital skills, age, gender and parental mediation in Brazil. New Media & Society, 20(7), 2411–2431. https://doi.org/10.1177/1461444817724168
(2007). Psychometric analysis and refinement of the Connor-Davidson Resilience Scale (CD-RISC): Validation of a 10-item measure of resilience. Journal of Traumatic Stress, 20(6), 1019–1028. https://doi.org/10.1002/jts
(2007). Adolescence, risk and resilience: Against the odds. John Wiley.
(2003). Development of a new resilience scale: The Connor-Davidson Resilience scale. Depression & Anxiety, 18(2), 76–82. https://doi.org/10.1002/da.10113
(2013). How to cope and build online resilience? EU Kids Online.
(2012). The challenge of defining wellbeing. International Journal of Wellbeing, 2(3), 222–235. https://doi.org/10.5502/ijw.v2i3.4
(2018). Vulnerable young people and their experience of online risks. Human-Computer Interaction, 33(4), 281–304. https://doi.org/10.1080/07370024.2018.1437544
(2007). Weight of Evidence: A framework for the appraisal of the quality and relevance of evidence. Research Papers in Education, 22(2), 213–228. https://doi.org/10.1080/02671520701296189
(2015). Digital diversity among upper secondary students: A multilevel analysis of the relationship between cultural capital, self-efficacy, strategic use of information and digital competence. Computers & Education, 81, 345–353. https://doi.org/10.1016/j.compedu.2014.10.019
(2020). The youth Digital Skills Indicator: Report on the conceptualisation and development of the ySKILLS digital skills measure. ySKILLS.
(2017). Cultivating youth resilience to prevent bullying and cyberbullying victimization. Child Abuse & Neglect, 73, 51–62. https://doi.org/10.1016/j.chiabu.2017.09
(2016). Coping while connected: The association among cybervictimization, privacy settings, and reporting tools in youth. Canadian Journal of School Psychology, 31(1), 3–16. https://doi.org/10.1177/0829573515619623
(2015). Dutch cyberbullying victims’ experiences, perceptions, attitudes and motivations related to (coping with) cyberbullying: Focus group interviews. Societies, 5, 43–64. https://doi.org/10.3390/soc5010043
(2018). Exposure to online hate material and subjective well-being: A comparative study of American and Finnish youth. Online Information Review, 42(1), 2–15. https://doi.org/10.1108/OIR-05-2016-0133
(2002).
(Factors and processes contributing to resilience. The resilience framework . In M. D. GlantzJ. L. JohnsonEds., Resilience and Development (pp. 179–224). Kluwer Academic.2012). Balancing participation and risks in children’s internet use: The role of internet literacy and parental mediation. Cyberpsychology, Behavior, and Social Networking, 15(5), 257–262. https://doi.org/10.1089/cyber.2011.0552
(2014). When adolescents receive sexual messages on the Internet: Explaining experiences of risk and harm. Computers in Human Behavior, 33, 8–15. https://doi.org/10.1016/j.chb.2013.12.021
(2011). Risks and safety on the internet: the perspective of European children: Full findings and policy implications from the EU Kids Online survey of 9–16 year olds and their parents in 25 countries. EU Kids Online.
(2010). Balancing opportunities and risks in teenagers’ use of the Internet: The role of online skills and internet self-efficacy. New Media & Society, 12(2), 309–329. https://doi.org/10.1177/1461444809342697
(2015). Developing a framework for researching children’s online risks and opportunities in Europe. EU Kids Online.
(2017). Maximizing opportunities and minimizing risks for children online: The role of digital skills in emerging strategies of parental mediation. Journal of Communication, 67, 82–105. https://doi.org/10.1111/jcom.12277
(2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3), 543–562. https://doi.org/10.1111/1467-8624.00164
(2012). Stop bugging me: An examination of adolescents’ protection behavior against online harassment. Journal of Adolescence, 35, 31–41. https://doi.org/10.1016/j.adolescence.2011.06.007
(2006).
(Vulnerability and resilience in early child development . In K. McCartneyD. PhilipsEds., Blackwell handbook of early childhood development (pp. 22–43). Blackwell.2018). When social media traumatizes teens: The roles of online risk exposure, coping, and post-traumatic stress. Internet Research, 28(5), 1169–1188. https://doi.org/10.1108/IntR-02-2017-0077
(2017). Most teens bounce back: Using diary methods to examine how quickly teens recover from episodic online risk exposure. Proceedings of the ACM on Human-Computer Interaction, 1, 1–19. https://doi.org/10.1145/3134711
(2013). Mapping developmental precursors of cyber-aggression: Trajectories of risk predict perpetration and victimization. Journal of Youth and Adolescence, 42(5), 651–661. https://doi.org/10.1007/s10964-012-9887-z
(2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(1), 1–9. https://doi.org/10.1186/2046-4053-4-1
. (2012). Children and digital wellbeing in Australia: Online regulation, conduct and competence. Journal of Children and Media, 6(2), 237–254. https://doi.org/10.1080/17482798.2011.619548
(2016). Boys and girls taking risks online: A gendered perspective on social context and adolescents’ risky online behavior. New Media & Society, 18(6), 966–988. https://doi.org/10.1177/1461444814552379
(2012). Online or off-line victimisation and psychological well-being: A comparison of sexual-minority and heterosexual youth. European Child & Adolescent Psychiatry, 21(10), 569–582. https://doi.org/10.1007/s00787-012-0294-5
(2014). The virtual environment: Dangerous or not? Perceptions and representations of the online experiences among children and adolescents. Sociologie Romaneasca, 12(3), 6–25.
(2018). Online risk perception in young people and its effects on digital behaviour. Comunicar, 26(56), 71–79. https://doi.org/10.3916/C56-2018-07
(2018). A study of the relationship between parental mediation and adolescents’ digital skills, online risks and online opportunities. Computers in Human Behavior, 82, 186–198. https://doi.org/10.1016/j.chb.2018.01.012
(2015). Longitudinal associations between cybervictimization and mental health among US adolescents. Journal of Adolescent Health, 57, 305–312. https://doi.org/10.1016/j.jadohealth.2015.05.002
(2014). The roles of individual characteristics and liberalism in intentional and unintentional exposure to online sexual material among European youth: A multilevel approach. Sexuality Research and Social Policy, 11, 104–115. https://doi.org/10.1007/s13178-013-0141-6
(2020). EU Kids Online 2020. Survey results from 19 countries. EU Kids Online. https://doi.org/10.21953/lse.47fdeqj01ofo
(2013). Coping with online risks: The experience of Russian schoolchildren. Journal of Children and Media, 7(1), 44–59. https://doi.org/10.1080/17482798.2012.739766
(2013). How the internet skills of European 11- to 16-year-olds mediate between online risk and harm. Journal of Children and Media, 7(1), 79–95. https://doi.org/10.1080/17482798.2012.739783
(2014).
(Safety by literacy? Rethinking the role of digital skills in improving online safety . In S. Van der HofB. Van den BergB. SchermerEds., Minding minors wandering the web: Regulating online child safety (pp. 89–104). TMC Asser Press.2013). Does the use of social networking sites increase children’s risk of harm? Computers in Human Behavior, 29, 40–50. https://doi.org/10.1016/j.chb.2012.05.026
(2018). A model of online protection to reduce children’s online risk exposure: Empirical evidence from Asia. Sexuality & Culture, 22, 1205–1229. https://doi.org/10.1007/s12119-018-9522-6
(2014). The bidirectional relationships between online victimization and psychosocial problems in adolescents: A comparison with real-life victimization. Journal of Youth and Adolescence, 43, 790–802. https://doi.org/10.1007/s10964-013-0003-9
(2016). Development and validation of the Internet Skills Scale (ISS). Information, Communication & Society, 19(6), 804–823. https://doi.org/10.1080/1369118X.2015.1078834
(2015). Children’s online coping strategies: Rethinking coping typologies in a risk-specific approach. Journal of Adolescence, 45, 225–236. https://doi.org/10.1016/j.adolescence.2015.10.007
(2010). Digital literacy of Flemish youth: How do they handle online content risks? Communications, 35, 397–416. https://doi.org/10.1515/COMM.2010.021
(2013). Online risks: Coping strategies of less resilient children and teenagers across Europe. Journal of Children and Media, 7(1), 60–78. https://doi.org/10.1080/17482798.2012.739780
(