Interrelation Of Emotion Regulation Strategies and Problematic Use of Social Networks in Adolescents

Introduction

According to a study by the analytical company Mediascope, in 2024, more than 90% of teenagers aged 12 to 17 in Russia use the Internet daily, and 86% regularly spend time on social networks such as Vkontakte, Telegram, etc. (Mediascope, 2024). Social networks have become a medium for socialization, self-expression, and information acquisition (Ivanenko et al., 2024), but their active use is associated with certain psychological risks, including deterioration of psycho-emotional states and sleep disorders (Griffiths et al., 2014; Kuss et al., 2011).

Adolescence is characterized by increased emotional sensitivity, the development of self-awareness and the search for social reference points (Elkonin, 2004), which make adolescents especially vulnerable to the influence of social networks. Emotional regulation plays an important role in shaping teenagers' attitudes towards social media. Emotional regulation can both promote healthy interaction with digital platforms and increase the risk of problematic use (Estévez et al, 2017).

An analysis of the scientific literature has shown that problematic use of social networks in adolescents is associated with a wide range of psychological and social factors. In particular, researchers have examined the effects of anxiety levels (Griffiths et al, 2014), self-esteem (Sheldon et al, 2021), and social support (Rukina, 2023) on the tendency to overuse social media. However, despite the growing interest in this issue, few studies have examined the relationship between specific emotion regulation strategies and problematic social media use among adolescents. Existing works are limited to general characteristics of emotional regulation or consider it a concomitant factor, without identifying individual strategies (San Martín et al, 2024). This has made it difficult to understand exactly which strategies may act as risk factors for problematic social media use in adolescents.

Studying the relationship between specific strategies for regulating emotions and problematic use of social networks can help clarify which mechanisms are associated with the formation of problematic behavior.

Emotion Regulation

In our study, we relied on the definition of emotion regulation as a complex of mental processes that enhance, weaken, or maintain the intensity of a person's emotional reactions (Gross, 1998). J. Gross provides a four-stage model to illustrate the process of emotion regulation through successive stages that unfold over time, during which various strategies of emotional regulation can be applied (Gross et al., 2007):

1. The situation. The process begins with a situation that initiates an emotional reaction. The situation can be either internal (memories or thoughts) or external (events in the environment). At this stage, it is possible to apply an emotion regulation strategy, such as modifying the situation, in which an individual changes elements of the situation to reduce the emotional response.

2. Attention. After the situation has arisen, the person determines what he will focus his attention on. A person can regulate their emotional state by applying an attention management strategy, which consists in choosing a certain element of the situation in order to reduce the overall negative impact.

3. Evaluation. At this stage, a cognitive assessment of the situation takes place, in which an individual interprets a given situation, anticipates its significance and appropriate emotions accordingly. Depending on the cognitive assessment, the emotion may or may not occur. A person can regulate emotions using a cognitive change strategy by selecting an interpretation of the situation that reduces emotional stress.

4. Reaction. After assessing the situation, an individual reacts to it. At this stage, an emotion already arises, and the person directly changes their emotional reactions in order to reduce their impact.

In an effort to expand the examination of emotion regulation strategies, we also incorporated the concept of cognitive-emotional regulation according to N. Garnefsky who proposes that emotional regulation is derived from the application of a variety of cognitive coping strategies (Garnefski et al, 2001). The authors identified nine primary cognitive strategies, which are divided as either adaptive or maladaptive, depending on their impact on psychological well-being (Garnefski et al, 2004). Adaptive strategies are defined as helping improve the psycho-emotional state, reduce stress and increase psychological stability. Conversely, maladaptive strategies lead to a negative emotional states, increase stress levels, and are associated with a higher risk of developing anxiety and depressive disorders or other emotional difficulties (Endler et al, 1994).

Adaptive strategies include:

1. Acceptance – cognitive acceptance of circumstances.

2. A focusing on the positive – shifting attention from negative thoughts to more pleasant ones.

3. A focus on planning – considering actions to address negative consequences.

4. ositive reassessment – identifying positive aspects of a given circumstance for the purpose of personal growth.

5. Putting the problem in perspective – cognitively normalizing the significance of an event by relating it with other circumstantial events.

Maladaptive strategies include:

1. Self–blame – blaming oneself for circumstances and its experiential effects.

2. Rumination – experiencing persistent recurring thoughts and feelings related to a negative event.

3. Catastrophization – eliciting thoughts in which an individual greatly exaggerates the significance of a negative event and negative consequences.

4. Blaming others – cognitively shifting the blame for an event onto another person or external circumstances.

Problematic Use of Social Media

Consistent with S. Andreassen et al (2017), we define the problematic use of social networks as excessive and compulsive use that leads to significant negative consequences across various spheres of life.

In the context of the digitalization of contemporary society, forms of social interaction are being transformed: communication, training, professional activity, and the maintenance of interpersonal relationships are increasingly mediated through digital platforms, including social networks (Lupton, 2019). Researchers note that active interaction with other users on social media can help strengthen a sense of social belonging and reduce anxiety levels (Verduyn et al, 2021). However, with the increasing popularity of social networks, the problem of their compulsive use has emerged, which can negatively affect a person's mental health.

Because social networks can have a potentially negative impact on a person's psychological well-being, it has become necessary to consider the use of social networks not merely as a routine Internet activity, but as a unique set of behavior patterns that can have significant effects on psychological well-being (Andreassen et al, 2014). S. Andreassen et al. (2014) introduced the concept of problematic social media use. Social media use is deemed problematic when it causes users’ stress, including impaired social and emotional functioning and decreased subjective well-being (S. Andreassen, 2014; Marino, 2018).

In cases of problematic use of social networks, a number of external manifestations are observed, indicating their impact on an individual (Manschuk et al, 2024):

1. Loss of control over the time, frequency and duration of stay on social networks.

2. Prioritizing social media use over other important activities and hobbies.

3. Social networks become the main area of interest, significantly affecting emotional states.

4. Personal, social, professional and other spheres of life deteriorate (Wu et al, 2024).

5. An individual ignores the negative consequences and continues to actively use social networks.

K. Marino et al. (2106) identify signs of problematic Facebook use that include:

1. Preference for online communication: using a social network to communicate, especially when a person feels lonely.

2. Emotional Regulation: Using a social network to manage emotions, for example, to relieve stress or improve mood.

3. Cognitive preoccupation: constant thoughts concerning social network interactions, even when a user is not online.

4. Compulsive use: an irresistible desire to visit a social network, despite attempts to reduce usage time.

5. Negative consequences: the negative impact of using a social network on one’s personal life, work, or studies.

Psychological Characteristics of Adolescence

Adolescence is characterized by a number of psychological factors that influence the formation of personality and behavior. During this period, there is a significant transformation of mental functions: intelligence and perception develop, memory improves, and thinking changes (Shapovalenko, 2009). Teenagers begin to internalize moral and ethical principles and moral values. Motives begin to derive from conscious goals, a worldview is formed, and plans for the future emerge. Up to 68% of adolescents aged 14-18 years do not strive to be like anyone else, which may indicate an aspiration to manifest their own individual authenticity (Sokolovskaia et al, 2023).

D.B. Elkonin (2004) divides adolescence into two stages: younger and older. Younger teens (12-15 years old) are characterized by the changes that appear within their social circumstance, corresponding personal development, and a pronounced reorientation towards peer interaction. Intimate and personal communication become the primary activity, in which adolescents master the norms of social interaction, learn to build relationships, and accept social roles (Sokolovskaia et al, 2023). The primary motive at this stage is the desire to find a place among peers. Moreover, teenagers at this stage begin to actively seek new opportunities for communication, expand their circle of acquaintances and establish a variety of social connections.

In older adolescence (15-17 years old), teenagers encounter a desire to plan for the future and determine life goals. The primary activities at this stage are educational and professional in nature and are aimed at developing mastery of new knowledge skills that are deemed important for adult life. Additionally, this stage exhibits further consolidation of a worldview, a system of values, as well as the ability to self-educate and self-regulate (Elkonin, 2004).

A significant feature of contemporary adolescence is that this generation has grown-up surrounded by digital technologies and the ubiquitous Internet. This virtual environment has become an integral part of their lives, and consequently teenagers have become active users of online space (Sysoeva et al, 2022). As time spent within the virtual world increases, teenagers may begin to experience difficulties in establishing and maintaining non-virtual interpersonal relationships. This can lead to isolation, difficulties in socialization, and a disruption of normal relationships with others (Rukina, 2023). Rapid switching between different stimuli, characteristic of the digital space, can affect concentration and the ability to analyze tasks over extended periods of sustained attention. This phenomenon is related to the peculiarities of information consumption on the Internet: information is presented in fragments and changes rapidly (Karkashadze, 2022).

Adolescence is an important period of personality formation. Teenagers during this period of development are prone to unstable self-esteem, high sensitivity to the opinions of others, while needing the support of friends and family.

Emotion Regulation Strategies and Problematic Social Media use in Adolescents

Research examining the relationship between adolescents’ digital activity, socio-demographic and cognitive–emotional characteristics, and school performance, revealed that among all forms of digital activity social network use that prevails: 63.5% of respondents most often spend time on them, especially on weekdays (Karkashadze, 2022). Adolescents with high digital activity experience a decrease in school performance, a deterioration in the ability to perceive and memorize information, which is associated with cognitive overload and the nature of the content they consume (Karkashadze, 2022).

Researchers studying the problematic use of social media in adolescents identify various factors that influence its formation. These include:

1. Emotional factors, including anxiety caused by dissatisfaction with one's appearance (Boursier et al, 2020), decreased emotional intelligence, symptoms of depression (Arrivillaga et al, 2022).

2. Pronounced traits of perfectionism, manifest by focusing on one's own shortcomings and a tendency to compare oneself with others (Kholmogorova et al, 2019)

3.  Striving to achieve psycho-emotional comfort through social media (Boursier et al, 2020). This method is ineffective, as it is a strategy to avoid negative emotions.

4. The syndrome of lost profits, the worry that arises from the fear of missing out (FOMO), which is expressed in anxiety about missing important social events or excluded from society more broadly (Sheldon et al, 2021). It has also been found that adolescents who tend to check social media at night have anxiety associated with possible negative reactions from their peers due to the lack of constant online availability and prompt responses to messages (Paakkari et al, 2021).

There are gender differences in the manifestations of problematic social media use. Girls are more likely to demonstrate a desire for self-presentation on social media and are sensitive to feedback, while boys are more likely to avoid offline contacts (Kazarinova et al, 2021). For boys, the preference for online communication is associated with the need for acceptance, while for girls it is associated with the fear of rejection. According to a study by L. Paakkari (2021), the relationship between problematic use of social networks and negative health consequences, is statistically more likely among adolescent girls relative to boys. N.L. Karelina (2024) found that girls have more pronounced components of problematic use of social networks. This may be because girls are more likely to use social media to receive social support and self-presentation making them more vulnerable to the formation of problematic behavior in the digital space.

Thus, adolescents with different primary emotion regulation strategies may cope with emotional difficulties in different ways, which affects their propensity to overuse social media.

Methods

Participants

The study involved 66 adolescents (14 boys, 52 girls) aged 13 to 18 years (M = 15.379, SD = 1.356). All participants are students at the same school in Perm. According to D.B. Elkonin's age periodization, adolescents were grouped into two age groups: 13-15 years old (younger adolescents) comprising and 38 people, 16-18 (older adolescents) comprising 28 people.

Procedure

To study the individual characteristics of emotion regulation, the following methods were used:

1. Questionnaire of Emotional Regulation (Gross, 2003) adapted by A.A. Pankratova, D.S. Kornienko (2017).

2. Questionnaire of Cognitive-Emotional Regulation (Garnefski & Kraaij, 2007) adapted by E.I. Rasskazova, O.L. Pisareva and A. Gritsenko (2011).

To study the problematic use of social networks, the Questionnaire on the Problematic use of Social Networks (Marino, 2017) was used, adapted by N.A. Sirota, D.V. Moskvichenko, V.M. Yaltonsky, A.V. Yaltonskaya (2019).

To study human personality traits, a short version of the Big Five Questionnaire (John & Soto, 2017) was used, adapted by S.A. Shchebetenko, A.Y. Kalugin, A.M. Mishkevich (2022).

Mathematical data processing was conducted using the JASP 0.17.3.0 program. The data obtained were checked for the normality of the distribution using the Shapiro - Wilk test. Based on the results of the audit, we concluded that most of the indicators have an abnormal distribution. Nonparametric processing methods were used for further analysis. Specifically, the Mann-Whitney U-test was applied to compare independent samples, and Spearman's rank-order correlation was used to examine associations between variables.

Results

Correlation Analysis

Spearman's correlation analysis was used to test the hypothesis concerning the relationship between emotion regulation strategies and problematic use of social networks in adolescents (see Table 1). According to the correlation analysis, the interrelations between the results of the questionnaire of cognitive and emotional regulation, Questionnaire of Emotional Regulation and the indicators of the Questionnaire of Problematic use of Social Networks were considered and compared.

Table 1

Questionnaire of Cognitive-Emotional Regulation and Questionnaire of Problematic use of Social Networks. Results

A comparison of relationships across indicators of emotion regulation strategies and problematic use of social networks indicates the following: the use of maladaptive emotion regulation strategies by adolescents (self–blame, catastrophization, blaming others, rumination, suppression of expression) is associated with the severity of problematic use of social networks and its specific aspects, including negative personal consequences, preference for online communication, cognitive absorption among other issues and using social media to regulate emotions. Conversely, the adoption of adaptive strategies reduces the tendency toward problematic use of social networks.

Those adolescents who use maladaptive strategies such as self-blame or catastrophization are more likely to experience high levels of internal tension, guilt, helplessness, or anxiety. In circumstances where there exists a lack of resources for constructively overcoming difficulties, these adolescents more often turn to accessible social networks for temporary relief of emotional state.

In the presence of rumination and catastrophization strategies, adolescents tend to get stuck in negative thoughts and exaggerate the significance of stressful events. This subsequently leads to a search for outlets to avoid destructive thoughts.

The positive relationship between self-blame and a preference for online communication may indicate that adolescents who have difficulty interacting interpersonally tend to avoid actual human contact, perceiving this as a source of additional stress.

Adolescents who have a capacity for positive revision exhibit a higher level of cognitive flexibility and maturity. This reduces the need to engage in avoidant strategies by way of social media use, as they are able to deal with negative emotions independently.

Comparative Analysis between Emotion Regulation Strategies and Problematic Use of Social Networks in Adolescents According to Gender

Table 2

Emotion regulation strategies and problematic use of social networks in adolescents, according to gender

Based on the results of the comparative analysis, girls and boys have similar strategies for regulating emotions, personal characteristics, and problematic use of social networks (see Table 2). However, statistically significant differences were found across three indicators:

1. Acceptance (U = 519.00, p = 0.06): Girls use this strategy more often, which may indicate a tendency to consciously accept negative situations.

2. Self-blame (U = 522.00, p = 0.01): this strategy is also more typical for girls, which may indicate a greater tendency to self-criticism in difficult situations.

3. Anxiety (U = 493.00, p = 0.04): the level of anxiety in girls is higher, which may reflect their increased emotional sensitivity.

Despite these observed gender differences in emotion regulation strategies and personality traits, it has not been established that these factors are consistent with respect to the degree of problematic use of social networks.

Comparative Analysis: Emotion Regulation Strategies and Problematic Use of Social Networks in Adolescents According to Age

Table 3

Comparative Analysis: Emotion regulation strategies and problematic use of social networks in adolescents according to age

Comparative Analysis of Emotion Regulation Strategies Depending on the Degree of Problematic Use of Social Networks

To conduct a comparative analysis of emotion regulation strategies, depending on the degree of problematic use of social networks, adolescents were divided into 3 groups corresponding to low, medium and high degrees of problematic use of social networks. The groups were divided using the mean and standard deviation of the variable Problematic use of Social Networks scale. The group with a low degree of problematic social media use included teenagers who scored up to 41 points on the variable, with an average score of 42 to 70 points, and with a high score of 71 points.

For comparison, groups with low and high levels of problematic social media use were selected. The first group consisted of 10 people, the second – 5 people.

Table 4

The results of a comparative analysis of emotion regulation strategies depending on the degree of problematic use of social networks

References

Andreassen, C.S., & Pallesen, S. (2014). Social network site addiction‑an overview. Current Pharmaceutical Design, 20(25), 4053–4061. https://doi.org/10.2174/13816128113199990616

Andreassen, C.S., Pallesen, S., & Griffiths, M.D. (2017). The relationship between addictive use of social media, narcissism, and self‑esteem: Findings from a large national survey. Addictive Behaviors, 64, 287–293. https://doi.org/10.1016/j.addbeh.2016.03.006

Arrivillaga, C., Rey, L., & Extremera, N. (2022). A mediated path from emotional intelligence to problematic social media use in adolescents: The serial mediation of perceived stress and depressive symptoms. Addictive Behaviors, 124, 107095. https://doi.org/10.1016/j.addbeh.2021.107095

Boursier, V., Gioia, F., & Griffiths, M.D. (2020). Do selfie‑expectancies and social appearance anxiety predict adolescents’ problematic social media use? Computers in Human Behavior, 110, 106395. https://doi.org/10.1016/j.chb.2020.106395

Elʹkonin, B.D. (2004). K probleme periodizatsii psikhicheskogo razvitiia v detskom vozraste [On the issue of periodization of mental development in childhood]. Voprosy Psikhicheskogo Zdorovʹia Detei i Podrostkov [Mental health issues of children and adolescents], 4(1).

Endler, N.S., & Parker, J.D.A. (1994). Assessment of multidimensional coping: Task, emotion, and avoidance strategies. Psychological Assessment, 6(1), 50–60. https://doi.org/10.1037/1040‑3590.6.1.50

Estévez, A.N.A., et al. (2017). Attachment and emotion regulation in substance addictions and behavioral addictions. Journal of Behavioral Addictions, 6(4), 534–544. https://doi.org/10.1556/2006.6.2017.062

Garnefski, N., Kraaij, V., & Spinhoven, P. (2001). Negative life events, cognitive emotion regulation and emotional problems. Personality and Individual Differences, 30, 1311–1327. https://doi.org/10.1016/S0191‑8869(00)00113‑6

Garnefski, N., et al. (2004). Cognitive emotion regulation strategies and depressive symptoms: Differences between males and females. Personality and Individual Differences, 36(2), 267–276. https://doi.org/10.1016/S0191-8869(03)00083-7

Garnefski, N. (2007). The Cognitive Emotion Regulation Questionnaire: Psychometric Features and Prospective Relationships with Depression and Anxiety in Adults. European Journal of Psychological Assessment, 23(3), 141–149. https://doi.org/10.1027/1015-5759.23.3.141

Gross, J.J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271–299. https://doi.org/10.1037/1089‑2680.2.3.271

Gross, J.J., & Thompson, R. (2007). Conceptual foundations of emotion regulation. In J.J. Gross (Ed.), Handbook of Emotion Regulation (pp. 3–26). https://doi.org/10.1093/acprof:oso/9780198527498.003.0001

Gross, J.J., John, O.P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. J. Pers. and Soc. Psychol, 85(2), 348–362. https://doi.org/10.1037/0022-3514.85.2.348

Griffiths, M.D., Kuss, D.J., & Demetrovics, Z. (2014). Social networking addiction: An overview of preliminary findings. In Behavioral Addictions (pp. 119–141). Elsevier. https://doi.org/10.1016/B978-0-12-407724-9.00006-9

Ivanʹko, A.F., Ivanʹko, M.A., & Likhtina, E.K. (2020). Sotsialʹnye seti, kak element informatsionnykh tekhnologii [Social networks as an element of information technologies]. Nauchnoe Obozrenie. Fundamentalʹnye i Prikladnye Issledovaniia [Scientific Review. Fundamental and Applied Research], 1, 116.

Karelina, N.L. (2024). Gendernye osobennosti povedencheskikh strategii pri problemnom ispolzovanii sotsialʹnykh setei [Gender differences in behavioural strategies in problematic social network use]. In V.V.Rubtsov, M.G.Sorokova, N.P.Radchikova (Eds.), Tsifrovaia gumanitarnost′ i tekhnologii v obrazovanii (DHTE 2024) [Digital Humanities and Technology in Education (DHTE – 2024)] (pp. 474–483). Moscow: MGPPU.

Karkashadze, G.A. (2022). Tsifrovaia aktivnost′ podrostkov i ee sviaz′ s kognitivno‑emotsional′nymi kharakteristikami, shkol′noi uspevaemost′iu i sotsial′no‑demograficheskimi faktorami: odnomomentnoe issledovanie [Adolescent digital activity and its relation to cognitive‑emotional traits, school performance, and sociodemographics: A cross‑sectional study]. Voprosy sovremennoi pediatrii [Issues of modern pediatrics], 21(6), 501–513. https://doi.org/10.15690/vsp.v21i6.2504

Kazarinova, E.Iu., & Kholmogorova, A.B. (2021). Predpochitaemyi kontent v internete i sotsialʹnaia trevozhnostʹ kak faktory internet-zavisimosti u podrostkov i studencheskoi molodezhi [Preferred online content and social anxiety as factors of internet addiction in adolescents and students]. Psikhologo-pedagogicheskie Issledovaniia [Psychological and pedagogical research], 13(2), 123–139. https://doi.org/10.17759/psyedu.2021130208

Kholmogorova, A.B., & Gerasimova, A.A. (2019). Psikhologicheskie faktory problemnogo ispolzovaniia Interneta u devushek podrostkovogo i iunosheskogo vozrasta [Psychological factors of problematic Internet use among adolescent girls and young women]. Konsul′tativnaia Psikhologiia i Psikhoterapiia [Counseling psychology and psychotherapy], 27(3), 138–155. https://doi.org/10.17759/cpp.2019270309

Kulik, V.V. (2021). Osobennosti sistemy osoznannoi samoreguliatsii v podrostkovom vozraste [Features of conscious self‑regulation in adolescence]. Alleia nauki [Alley of Science], 2(5), 861–866.

Kuss, D.J., & Griffiths, M.D. (2011). Online social networking and addiction—a review of the psychological literature. International Journal of Environmental Research and Public Health, 8(9), 3528–3552. https://doi.org/10.3390/ijerph8093528

Lupton, D. (2019). Toward a more‑than‑human analysis of digital health: Inspirations from feminist new materialism. Qualitative Health Research, 29(14), 1998–2009. https://doi.org/10.1177/1049732319833368

Manschuk, V.T., Tereshchenko, S.Yu., & Shubina, M.V. (2024). Problemnoe ispolzovanie sotsialʹnykh setei: terminologiia, rasprostranennostʹ, psikhosotsialʹnye faktory riska i somaticheskaia komorbidnost′ [Problematic use of social networks: terminology, prevalence, psychosocial risk factors and somatic comorbidity]. Sotsialʹnaia Psikhologiia i Obshchestvo [Social psychology and society], 15(2), 28–46. https://doi.org/10.17759/sps.2024150203

Marino, C. (2018). Quality of social‑media use may matter more than frequency of use for adolescents’ depression. Clinical Psychological Science, 6(4), 455–455. https://doi.org/10.1177/2167702618771979

Marino, C., et al. (2016). Factorial validity of the Problematic Facebook Use Scale for adolescents and young adults. Journal of Behavioral Addictions, 6(1), 5–10. https://doi.org/10.1556/2006.6.2017.004

Marino, C.S., Vieno, A.S. Altoè, G.S. & Spada, M. (2017). Factorial validity of the Problematic Facebook Use Scale for adolescents and young adults. Journal of Behavioral Addictions, 6, 5-10. https://doi.org/10.1556/2006.6.2017.004

Mediascope (2024). Kids & Teens: Bolʹshim o malenʹkikh. Issledovanie povedeniia detei i podrostkov v tsifrovoi srede [Kids & Teens: Big about little ones. A study of the behaviour of children and adolescents in the digital environment]. Retrieved from https://mediascope.net/upload/iblock/583/bowanvzgl2nabghyd5t0ns6j13s32nlt/Mediascope_KidsuTeens_1404...

Nolen‑Hoeksema, S. (2000). The role of rumination in depressive disorders and mixed anxiety/depressive symptoms. Journal of Abnormal Psychology, 109(3), 504–511. https://doi.org/10.1037/0021‑843X.109.3.504

Paakkari, L., Torppa, M., Väisänen, P., Välimaa, R., & Paakkari, O. (2021). Problematic social media use and health among adolescents. International Journal of Environmental Research and Public Health, 18(4), 1885. https://doi.org/10.3390/ijerph18041885

Pankratova, A.A., & Kornienko, D.S. (2017). Russkoyazychnaya adaptaciya oprosnika ERQ G. Grossa [Russian adaptation of the G. Gross’ ERQ (Emotion Regulation Questionnaire)]. Voprosy Psikhologii [Issues of Psychology], 5, 139–149.

Pisareva, O.L., & Gricenko, A. (2011). Kognitivnaya regulyaciya ehmocij [Cognitive regulation of emotions]. Filosofiya i Social'nye Nauki [Philosophy and Social sciences], 2, 64–6.

Rukina, M.A. (2023). Vliianie tsifrovizatsii na podrastaiushee pokolenie [The influence of digitization on the younger generation]. Teleskop: Zhurnal sotsiologicheskikh i marketingovykh issledovanii [Teleskop: Journal of Sociological and Marketing Research], 4, 115–120.

San Martín, L., et al. (2024). Relationship between regulatory processes and problematic social media use: A systematic review. Computers in Human Behavior Reports, 100507. https://doi.org/10.1016/j.chbr.2024.100507

Shapovalenko, I.V. (2009). Vozrastnaia psikhologiia [Developmental psychology]. Moskva: Gardariki.

Shchebetenko, S., Mishkevich, A. & Kalugin, A. (2021). Psikhometrika russkoyazychnoj versii Big Five Inventory-2. Psikhologiya [Psychometrics of the Russian version of the Big Five Inventory-2]. Zhurnal Vysshej Shkoly Ehkonomiki, 18(1), 7–33. https://doi.org/10.17323/1813-8918-2021-1-7-33

Sheldon, P., Antony, M.G., & Sykes, B. (2021). Predictors of problematic social media use: Personality and life‑position indicators. Psychological Reports, 124(3), 1110–1133. https://doi.org/10.1177/0033294120934706

Sirota, N., Moskovchenko, D.S., Yaltonskij, V., & Yaltonskaia, A. (2018). Razrabotka russkoyazychnoj versii oprosnika problemnogo ispol'zovaniya social'nykh setej [Development of a Russian-language version of the questionnaire on problematic use of social networks]. Konsul’tativnaia psikhologiia I psikhoterapiia [Counseling psychology and psychotherapy], 26(3), 33–55.

Sokolovskaia, V.V., Nazarov, M.A., & Pashchenko, I.O. (2023). Moral′no‑nravstvennye tsennosti sovremennoi molodezhi [Moral and ethical values of today’s youth]. In Sbornik materialov Mezhdunarodnoi nauchnoi konferentsii “Aktual′nye problemy psikhologii” (pp. 381–387).

Soto, C.J., & John, O.P. (2017). The next Big Five Inventory (BFI-2): Developing and assessing a hierarchical model with 15 facets to enhance bandwidth, fidelity, and predictive power. Journal of Personality and Social Psychology, 113, 117–143. https://doi.org/10.1037/pspp0000096

Sysoeva, T.A., & Yaroshevskaia, S.V. (2022). Chto deti delayut onlain? Analiz issledovanii tsifrovykh praktik sovremennykh podrostkov [What do children do online? An analysis of digital practices among contemporary adolescents]. Vestnik Moskovskogo universiteta. Seriia 14. Psikhologiia [Lomonosov Psychology Journal], 2, 153–173. https://doi.org/10.11621/vsp.2022.02.07

Verduyn, P., Gugushvili, N., & Kross, E. (2021). The impact of social network sites on mental health: distinguishing active from passive use. World Psychiatry, 20(1), 133–134. https://doi.org/10.1002/wps.20868

Voggenreiter, A., Tóth‑Király, I., Bőthe, B., Potenza, M.N., & Demetrovics, Z. (2024). The role of likes: How online feedback impacts users’ mental health. Proceedings of the 16th ACM Web Science Conference, 302–310. https://doi.org/10.1145/3614419.3643995

Wu, W., Huang, L., & Yang, F. (2024). Social anxiety and problematic social media use: A systematic review and meta‑analysis. Addictive Behaviors, 107995. https://doi.org/10.1016/j.addbeh.2024.107995

Zuzama, N., Russell, B., Kaurin, A., Russell, M.A., & Mayer, M.D. (2023). The use of rumination and reappraisal in adolescents’ daily life: Links to affect and emotion‑regulation style. Child Psychiatry & Human Development, 1–12. https://doi.org/10.1007/s10578‑023‑01594‑9