Cyber Addiction and Loneliness in Adolescents: Psychological Correlates of Digital Socialization

Introduction

Digitalization of all spheres of public life, intensive implementation of information and communication technologies (ICT), and mass use of gadgets have radically changed the ways of obtaining knowledge, methods of communication and organization of leisure. In cyber society, information circulating in the network space becomes "a new substantive unit, determining modern culture" (Rubtsova, 2019, p. 118). With the penetration of artificial intelligence technologies, society is entering the fifth information revolution, in which not only computing functions are transferred to the intellectual information environment, but also tasks that were previously considered the exclusive prerogative of human thinking.

These processes have led to the development of cyberpsychology as an independent scientific field that studies the patterns of human mental life in the digital environment (Attrill-Smith et al., 2018). It focuses on the psychological mechanisms of thinking, interpretation, and behavior in the process of online interactions, as well as the features of identity formation in virtual spaces. The leading task of cyberpsychology remains the analysis of how technologies transform perception, cognitive strategies, and social dynamics of the individual, including “a wide range of problems related to various aspects of human interaction with technologies” (Rubtsova, 2019, p. 119). In particular, increased mediation in human communication processes leads to a general deterioration in sensitivity and problems with perception (Artemenkov, 2020, 2021a, 2021b). Research also shows that the cyber environment can destabilize the process of mental development in children and adolescents (Perezhogin et al., 2018).

A special place in the cyberpsychological discourse is occupied by the phenomenon of loneliness, which is consistently associated with Internet addiction and the transformation of social connections (Kuss & Griffiths, 2017; Nowland et al., 2018). Loneliness is considered an uncomfortable subjective experience arising from a deficit or low quality of interpersonal relationships (Wu et al., 2024). A study of Chinese schoolchildren showed that loneliness and involvement in social networks mutually reinforce each other, forming a bidirectional relationship (Wu et al., 2024). Difficulties in forming and maintaining meaningful connections are associated with anxiety, depression, and an increased need for social contacts (Cacioppo et al., 2009).

Online social networks, due to their scale and anonymity, provide convenient opportunities to compensate for the lack of communication. Empirical data show that people experiencing loneliness are more likely to resort to online communication as a substitute resource (Morahan-Martin & Schumacher, 2000; O’Day & Heimberg, 2021). Moreover, the greater the loneliness, the more intense the desire for social fulfillment in the virtual environment (Błachnio et al., 2016).

An alternative research perspective emphasizes the opposite effect: excessive involvement in social networks contributes to increased loneliness. According to operant learning theory, any behavior that leads to short-term relief tends to be reinforced (Skinner, 1953). Extended online time often displaces offline communication and replaces it with superficial connections with strangers (Morahan-Martin & Schumacher, 2003). In the long term, this leads to weakening of real social ties and a reduced sense of belonging. Moreover, online communications rarely compensate for the need for deep interpersonal interactions, creating the effect of technological alienation and communication barriers (Dickey, 2004). These barriers hinder full interaction and increase the feeling of social isolation (Chen et al., 2022; Marttila et al., 2021).

Internet addiction is associated with a wide range of psychological consequences. A meta-analysis by Soriano-Molina et al. (2025), which covered data from over 300,000 adolescents, found positive correlations between Internet addiction and aggression, depression, anxiety, and suicidal tendencies, as well as negative correlations with well-being and self-esteem. The association between Internet addiction and depression, anxiety, and stress is supported by a number of studies (Ding et al., 2023; González-Bueso et al., 2018; Ma, 2022; Ran et al., 2022; Wu et al., 2024). An association has also been established with chronic sleep disorders (Daraj et al., 2023; Jiaxin et al., 2020; Vahedi & Saiphoo, 2018) and a deterioration in general mental health (Devi & Singh, 2023; Godard & Holtzman, 2024). Systematic reviews also note the impact of Internet addiction on decreased self-esteem and increased psychological distress (Bochaver, 2019; Hussain et al., 2020; Keles et al., 2019; Piteo & Ward, 2020; Woods & Scott, 2016).

Thus, the influence of the digital environment on the mental and social development of adolescents is multifactorial. Loneliness, Internet addiction, and a weak subjective position increase vulnerability to the risks of digital and virtual space. A comparative analysis of Russian and European adolescents showed that Russian schoolchildren are more involved in digital communication and less resistant to the risks of Internet addiction and cyberbullying (Soldatova & Rasskazova, 2023). At the same time, insufficient attention has been paid to the study of cyber addiction among Russian adolescents in connection with their qualities of interpersonal interaction.

The purpose of this study is to identify possible relationships between the level of cyber addiction and psychological characteristics of adolescents, including loneliness, authoritarianism, suspiciousness, friendliness, and other parameters of interpersonal interaction.

Methods

The study used psychodiagnostic methods aimed at assessing the level of cyber addiction, the degree of loneliness, and the characteristics of interpersonal relationships in adolescents. To identify the level of subjective loneliness, the method of D. Russell, L. Peplau and M. Ferguson (Russell, Peplau & Ferguson, 1978), was used, adapted to the Russian context (Vodopyanova, 2009). This method allows us to assess the degree of dissatisfaction with the quality and quantity of social connections, as well as to identify individual characteristics of the perception of social isolation. This questionnaire is widely used in studies of the adolescent population, since loneliness at this age becomes a critical factor influencing the formation of identity and psycho-emotional state.

The degree of cybercommunication addiction was assessed using the method of A.V. Toncheva (Toncheva, 2012). This tool allows us to diagnose the features of teenagers' interaction with the digital environment, including the degree of their involvement in online communications and signs of addiction to virtual communication. The method includes scales that assess the compulsiveness of using digital devices, impaired control over time spent online, as well as the impact of cybercommunications on daily activities and emotional state. Cybercommunication addiction includes conditions in which control over time on the Internet is lost, the perception of social relations is distorted, and a persistent desire for online communication is formed.

To study the personal characteristics of interpersonal interaction, the test of diagnostics of interpersonal relations by T. Leary (Leary, 1957), was used, adapted to the Russian context (Sobchik, 1990). This tool allows us to determine stable behavioral styles and strategies of interaction of teenagers with others. The profile of interpersonal relations formed as a result of the test makes it possible to assess the tendency of the teenager to dominate, submit, cooperate or be in conflict in various social situations.

The complex application of the specified methods produces a holistic idea of the relationship between the level of cyber addiction, the feeling of loneliness, and the nature of interpersonal relations in teenagers.

Participants

The study sample consisted of 89 students from Russian state comprehensive schools aged 13 to 18 years (M = 15.42; SD = 1.18), of which 47% were boys/young men, which ensures a gender-balanced distribution. The study was conducted at educational institutions in Moscow and the Moscow region with the voluntary consent of the schoolchildren and their parents to participate in the research work.

Procedure

The study was conducted in a hybrid format, both in person and remotely using the Google platform. Diagnostic work in classes was carried out in groups of 10–15 under standard conditions that ensure compliance with the principles of confidentiality and voluntary participation. In the online format, students completed surveys individually, while instructions and support were provided through electronic communication channels.

Each participant was offered a set of diagnostic methods aimed at studying the level of cybercommunication dependence, the subjective feeling of loneliness, and the characteristics of interpersonal relationships. For ease of processing and analysis, each psychological indicator was assigned a conditional designation, presented in Table 1.

Table 1

Symbols of the Studied Indicators

Data processing included calculation of descriptive statistics, Spearman correlation analysis, and construction of partial correlation networks with regularization. Statistical analysis and visualization of networks were performed in the R programming environment.

The participants were divided into three groups depending on their level of cybercommunication dependence: low (0–49 points), medium (50–81 points), and high (82–100 points). A comparative analysis of psychological characteristics and the structure of interpersonal relationships was conducted between two contrasting groups, those with low and high levels of cyberdependence, which made it possible to identify the most pronounced differences and connections between the studied indicators.

Results

Analysis of the level of cybercommunication addiction among the teenagers showed that a high level of addiction (according to the criteria of A.V. Toncheva’s method — from 80 to 100 points) was demonstrated by 58% of the sample. The median was 82 points, and the average was 74.8 points. The subjective feeling of loneliness, measured using the method of D. Russell and M. Ferguson, averaged 36 points out of 60 possible, which is 20% higher than the average level specified in the test instructions. The analysis of interpersonal relationships using T. Leary’s method revealed that for all eight scales, the average values exceed the normative level by 8 points. Figure 1 shows a pie chart of average values for Leary’s scales.

Figure 1. Average values of eight blocks for T. Leary’s test of diagnostics of interpersonal relations

A correlation analysis was conducted for the entire sample of adolescents using the Spearman method, aimed at identifying the relationships among the indicators of subjective loneliness, the level of cybercommunication dependence, and the characteristics of interpersonal relationships. The analysis allowed us to determine not only the presence, but also the direction and strength of the relationships between all the variables studied, which creates the basis for constructing a comprehensive model of the interaction of psychological factors in the context of digital socialization. Summary information on the significant correlations identified is presented in Table 2. The number of asterisks next to the correlationnumber corresponds to its significance: ***p = .001; **p = .01; *p = .05.

Table 2

Spearman Correlations Between the Indicators the Total Adolescent Sample

Significant correlations demonstrated both direct and inverse dependencies between the indicators. In particular, it was found that cybercommunication dependence (C) is positively associated with a subjective feeling of loneliness (L), as well as with such personal characteristics as authoritarianism (R), suspiciousness (P), and subordination (D). These correlations reflect the complex and heterogeneous structure of interpersonal attitudes among adolescents with different levels of digital engagement. Adolescents with higher levels of cyberdependence experience emotional isolation, difficulties in establishing trusting relationships, and insecurity in social interactions. Their interpersonal behavior may be ambivalent: on the one hand, a tendency toward control and dominance; on the other hand, dependence on others’ opinions and avoidance of open communication.

The loneliness (L) index also shows positive correlations with suspiciousness (P) and subordination (D), as well as negative correlations with authoritarianism (R) and dependence (Z). These findings may suggest that adolescents experiencing loneliness tend to adopt a passive interaction style, avoid pronounced social influence (neither dominance nor emotional dependence), and demonstrate distrust and detachment in interpersonal relationships. All of this reinforces their isolation and may hinder the formation of meaningful social connections.

In addition, significant positive correlations were found between many indicators of interpersonal relationships according to the T. Leary test, the maximum of which reached 0.38. These relationships indicate a certain consistency of behavioral strategies of adolescents in real social contacts.

Network analysis of partial correlations (Artemenkov, 2021c, 2021d) allowed us to identify the specifics of the relationships between psychological indicators in the general sample of adolescents. In the constructed regularized network (hyperparameter γ = 0.05), the relationships between the scales of T. Leary's test are clearly visible, in particular between the indicators of authoritarianism (R), aggressiveness (G), selfishness (S), and dependence (Z). These results indicate a stable relationship between various forms of interpersonal behavior that form a complex profile of adolescents' communication strategies. It is important to note that the subjective feeling of loneliness (L) in this model has a positive relationship with subordination (D), which suggests a certain tendency of lonely adolescents to take a more passive position in interpersonal interactions.

Figure 2. Regularized network of partial correlations between indicators for the entire sample of subjects (hyperparameter γ = 0.05)

To study the influence of cybercommunication addiction on the psychological profile of teenagers in more detail, the sample was divided into two groups, with low and high levels of addiction. This approach allowed us to compare the characteristics of interpersonal relationships and the perception of loneliness depending on the degree of digital involvement.

Figure 3. Average values of eight blocks of T. Leary’s test of diagnostics of interpersonal relations for two groups of subjects with low (Group-a) and high (Group-b) cybercommunication dependence

Correlation analysis showed that in the group with a low level of cyber dependence (Group-a), the C indicator is positively associated with friendliness (F), which may indicate that moderate involvement in digital communication is accompanied by the preservation or even strengthening of positive social qualities. In the group with a high level of dependence (Group-b), however, this relationship becomes negative (ρ = - 0.29; p = 0.05), which indicates the opposite trend – an increase in cybercommunication dependence is associated with a decrease in friendliness and, possibly, with emotional closeness and difficulties in building trusting interpersonal relationships.

This conclusion is confirmed by the analysis of the average values of the T. Leary test indicators. Figure 3 illustrates that for all interpersonal relationship scales, the average values are higher in the group with a high level of cyber addiction. This indicates more pronounced behavioral attitudes, both positive and negative, in adolescents deeply involved in the digital environment. Such a picture may reflect both compensatory interaction strategies and features of social maladaptation.

Figures 4 and 5 show the regularized partial correlation networks for groups with low C1 (C < 50) and high C2 (C > 82) values of the C index.

Figure 4. Regularized network of partial correlations between indicators for the subsample of subjects with indicator C < 50 (hyperparameter γ = 0.15)

In the group of subjects with a low level of cybercommunication dependence (C1 < 50), we found a well-organized and relatively dense network of relationships between indicators of interpersonal relations was revealed. A key position in this structure is occupied by the positive partial correlation between authoritarianism and aggressiveness (r = 0.43), which may reflect a communication style focused on control and active influence on the interaction partner.

Interestingly, authoritarianism also shows a significant correlation with altruism (r = 0.38). Although these constructs are often considered opposites, in adolescence such a connection may indicate the presence of a subgroup of teenagers who combine self-confidence and a tendency toward leadership with a willingness to cooperate and provide support. This interpretation is supported by the positive correlation between altruism and friendliness (r = 0.37), suggesting that prosocial attitudes can coexist with a strong personal position in interpersonal interaction.

Aggressiveness, in turn, is positively correlated with selfishness (r = 0.32) and dependence (r = 0.31). This combination may reflect a complex emotional background in adolescents: on the one hand, a focus on personal interests; on the other, a need for support and external approval. These findings may indicate an internal conflict between striving for autonomy and seeking external stability, which is often manifested in tense or impulsive forms of social interaction.

The dependence indicator is also positively correlated with subordination (r = 0.38). This combination points to a pronounced orientation toward external sources of reassurance and a tendency to conform to social expectations. Such a relationship may reflect increased sensitivity to the opinions of others, a need for predictability, and a desire for approval from significant adults or peers. In adolescence, these qualities often emerge as part of the social adaptation process and the formation of self-concept through interaction with the social environment.

Finally, the loneliness (L1) and cyberdependence (C1) indicators in this group are not included in the general network of connections, which indicates their weak influence on the structure of interpersonal relationships in adolescents with minimal involvement in the digital environment.

Figure 5. Regularized network of partial correlations between indicators for the subsample of subjects with indicator C > 82 (hyperparameter γ = 0)

A significantly different network configuration is observed among adolescents with a high level of cybercommunication dependence (C2 > 82), as shown in Figure 5. In this group, the cyberdependence indicator demonstrates weak but statistically significant associations with several interpersonal characteristics. In particular, cyberaddiction is negatively correlated with friendliness (r = –0.14) and authoritarianism (r = –0.07), and positively correlated with the subjective experience of loneliness (r = 0.08). These correlations may suggest that adolescents with higher levels of cyberaddiction tend to be less open and friendly in their social interactions, have a lower tendency to dominate, and are more likely to experience social isolation. This pattern may reflect dissatisfaction with real-life social contacts and the use of online communication as a compensatory mechanism.

Aggressiveness in this group retains significant positive correlations with selfishness (r = 0.26) and suspiciousness (r = 0.16). This may suggest a tendency toward interpersonal vigilance and heightened sensitivity to potential threats from others, combined with a strong orientation toward personal interests. Such a behavioral profile may reflect adolescents’ attempts to protect personal boundaries in conditions of social uncertainty, as well as reduced capacity for trust in relationships.

The overall network structure of adolescents with a high level of digital life involvement is less integrated than that of adolescents with a low level of cyberaddiction. In cyberaddicted adolescents, most of the partial correlation coefficients are in the range of 0.06 to 0.26. This indicates the fragmentation of interpersonal relationships, the weakening of prosocial tendencies, and a decrease in the consistency of social orientations.

Thus, the results of the network analysis and the comparison between the two adolescent groups reveal qualitative differences in the organization of interpersonal characteristics depending on the level of cybercommunication dependence. In conditions of low digital engagement, a stable and structured network of interpersonal connections is observed, characterized by moderately strong correlations (r = 0.32–0.43). In contrast, with higher cyberdependence, the structure becomes more fragmented, with predominantly weak associations and a notable decline in positive personal resources.

Discussion

The high level of cybercommunication addiction revealed in the study among more than half of the teenagers in the sample suggests that the average level of digital involvement among young people has increased significantly since the creation of the cybercommunication addiction diagnostic technique proposed by A.V. Toncheva in 2012. Over the past decade, the intensity of the spread of information and communication technologies, as well as the availability of digital devices, have increased significantly. Modern teenagers are immersed in the digital environment from an early age, which forms completely new models of everyday behavior and socialization. The observed shift in the levels of cybercommunication addiction indicates not only the technological evolution of society, but also the need for regular adaptation of diagnostic tools to the changing realities of digitalization.

It is important to emphasize that high involvement in digital technologies among adolescents should not be equated with cybercommunication addiction. In the context of global digitalization of education, professional development, and leisure, active engagement in cyberspace can serve as a form of social adaptation and a necessary response to the changing demands of modern life.

However, our study focuses specifically on cybercommunication addiction — a maladaptive pattern of excessive and compulsive use of digital communication tools, which may disrupt offline interactions and impair the development of meaningful social connections.

From this perspective, a high level of cybercommunication addiction poses potential risks for adolescent socialization, as it may lead to emotional isolation, interpersonal difficulties, and a reduction in prosocial behavior.

Particular attention should be paid to the fact that new technological challenges, including the widespread introduction of artificial intelligence tools, can further increase adolescents' dependence on digital platforms. The virtual environment is increasingly becoming a space not only for communication, but also for learning, entertainment, and self-identification. This requires the scientific community and practitioners to develop strategies for psychological support for adolescents aimed at developing their digital self-control skills, critical attitudes toward content, and support for sustainable offline connections.

The formation of the subjective position of the individual becomes critically important for autonomous and responsible interaction with digital reality. Independence, criticality, and reflexivity form personal stability and reduce the risks of dependence and social atomization (Persiyantseva, 2016, 2020). Constructivist approaches based on the ideas of cybernetics emphasize the active role of the subject in the construction of knowledge and social reality (Knyazeva, 2024). A teenager in this context is not a consumer of content, but a constructor of identity and social connections.

Prevention of the risks of digital socialization requires the introduction of interactive educational formats. In particular, edutainment, which combines learning and play, promotes the development of communicative competence, empathy, and productive interaction skills (Persiyantseva, 2007). These forms strengthen social integration and develop emotional-regulatory and reflexive abilities necessary for adaptation in the digital world.

Thus, the influence of the digital environment on the mental and social development of adolescents is multifactorial. Loneliness, Internet addiction, and a weak subjective position increase vulnerability to the risks of virtual space.

Thus, the development of comprehensive educational and psychological programs aimed at developing independence, critical thinking, and sustainable offline communications is relevant. Psychological support for adolescents should take into account the specifics of their digital experience, the level of reflexivity, and the characteristics of social skills as predictors of resistance to the risks of the digital environment. It is necessary to adapt educational and preventive programs in Russia to the national characteristics of socialization in the digital environment.

Conclusion

The results allow us to conclude that high cybercommunication addiction is closely related to the psychological state of adolescents and the specifics of their interpersonal relationships. In particular, we found that with increasing addiction, the subjective feeling of loneliness increases, and qualitative changes in the structure of social connections occur. A decrease in friendliness recorded in adolescents with severe cyberdependence can be interpreted as an indicator of social isolation and emotional withdrawal caused by a preference for virtual forms of interaction. This is consistent with the results of foreign studies that record a link between the active use of social networks and an increase in social anxiety, depression, and loneliness (Kuss & Griffiths, 2017; Wu et al., 2024).

In addition, the data show that loneliness in cyberdependent teenagers is associated with a decrease in authoritarianism and their need to depend on the opinions of others. This may indicate that virtual communication neutralizes the need for social leadership and reduces the importance of real social hierarchies. However, this trend is not observed in teenagers with a low level of cyberdependence, whose structure of interpersonal relationships remains more balanced and socially adaptive. It can be concluded that a high degree of cyberdependence is associated not only with a change in the social preferences of teenagers, but also with a restructuring of their interpersonal strategies towards social isolation, emotional alienation, and increased aggressiveness.

The results obtained in the study allow us to state that over the past ten years, in the context of the rapid development of the information and communication society, there has been a significant increase in the level of cybercommunication addiction among the younger generation. This phenomenon should be considered as an inevitable consequence of global socio-cultural transformations associated with the digitalization of everyday life, including educational, professional, and leisure spheres. The high level of involvement of adolescents in cybercommunications is a form of adaptation to changed social realities, in which possession of digital tools and skills of virtual interaction becomes a prerequisite for successful socialization.

However, along with the expansion of opportunities for remote communication and access to a variety of social and educational resources, the increasing mediation of human interactions through digital media gives rise to a number of negative consequences. First of all, we are talking about the formation of stable states of loneliness, emotional isolation, and a decrease in the quality of interpersonal relationships. The analysis showed that the strengthening of cybercommunication dependence is associated with an increase in subjective feelings of loneliness, and the combined effect of these factors transforms the nature of interpersonal relationships among adolescents.

In particular, we found that as digital dependence increases, there is a decrease in friendliness in adolescents' behavior, which can be interpreted as a manifestation of emotional alienation and a reduction in empathic reactions in live communication. At the same time, an increase in subjective loneliness is associated with a decrease in authoritarianism and a decrease in the severity of the need for social approval and dependence on the opinions of others. Such dynamics may indicate both a decrease in the desire for social control and dominance, and an increase in personal isolation and self-isolation in the context of virtual interaction.

It should be emphasized that the identified features of psychological functioning of adolescents in the conditions of cyberdependence have both potentially adaptive and risk-producing aspects. On the one hand, a decrease in dependence on external social evaluation can contribute to the formation of greater personal autonomy and self-sufficiency. On the other, a decrease in friendliness and a decrease in the desire for direct interpersonal interaction can strengthen the tendencies towards social disintegration and emotional vulnerability.

Although the effects found in this study are still moderate, they set an important vector for further scientific research and applied interventions. As one of the areas of prevention of negative consequences of cybercommunication addiction, it is advisable to consider the targeted development of emotional intelligence competencies, self-regulation skills, and stress resistance in adolescents. Not only the educational space, but also the family should play a significant role in this process, since it is the family that provides the primary resource of emotional support and security.

In addition, the task of preserving and stimulating live, direct communication, which helps to compensate for the risks of emotional isolation and promotes the development of social skills, which are critically needed in the context of the increasing virtualization of interactions, is of particular importance. In this context, it is necessary to develop comprehensive programs for psychological support of adolescents that integrate communicative competence training, the development of reflexive skills, and the formation of sustainable behavioral strategies in the context of a hybrid social reality that combines both digital and offline communications.

The data obtained highlight the need to develop preventive and corrective programs aimed at maintaining and developing positive social competencies in adolescents, while simultaneously addressing the risks associated with their immersion in the digital environment.

Limitations

To increase the validity of the findings, it is advisable to expand the sample by including adolescents from various educational institutions. This will allow us to check the stability of the results obtained and minimize the influence of the social specificity of individual groups. Expanding the sample will provide a more in-depth analysis of the relationships between cyber addiction, loneliness, and other psychological characteristics that manifest themselves in interpersonal communication, both offline and online.

Ethics Statement

Written informed consent to participate in this study was provided by the parents of all students. Parents and teachers received recommendations on the current situation of the children’s development.

Author Contributions

Research and experiments were carried out by S.V. Persiyantseva. S.L. Artemenkov conducted a mathematical analysis of the data. The authors discussed the results of the study and collaborated on the manuscript.

Conflict of Interest

The authors declare no conflict of interest.

Acknowledgements

The authors express their gratitude to the parents, teachers, children, and colleagues from the Federal Scientific Center for Psychological and Multidisciplinary Research (FSC PMR) and Moscow State University of Psychology and Education (MSUPE) for their assistance in conducting the study. Special thanks are extended to the staff of the Moscow school for their support in organizing data collection.

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