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Digital resilience and technological stress in adolescents: A mixed-methods study of factors and interventions

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Abstract

Improving adolescent digital resilience in the digital era, guiding adolescents to correctly face and adapt to the pressures, challenges, or adversities brought on by technology, and assisting adolescents in better adapting to digital life is an unavoidable task under the new normal of education and information technology changes. At this point, there is a need for more specialized studies on teenagers’ digital resilience and technology stress, which makes understanding the link and current state of adolescents’ digital resilience and technological stress challenging. This study aims to examine the current state, differences, and influencing factors of digital resilience and technological stress among adolescents in different settings (family, school, and leisure) and ultimately recommend interventions that promote digital resilience and reduce technological stress among adolescents. This study used a mixed-methods approach combining quantitative surveys and qualitative interviews to examine the current state of digital resilience and technological stress among adolescents aged 12 to 18 years (M = 14.91, SD = 1.994) from various educational institutions and backgrounds. The findings revealed a substantial inverse relationship between digital resilience and adolescent technology stress. Adolescents experience technological stress in various settings, including school, family and leisure. They also use distinct coping techniques for each type of stress and display different degrees of resilience and self-efficacy in overcoming technology stress in various situations. Several psychological, social, and environmental factors, such as gender, age, school dynamics, family influences, and leisure settings, all impact this delicate interaction. The findings add to our understanding of technology stress and digital resilience among teenagers in various situations in the digital era, and they have significant theoretical and practical implications for educators and related researchers. The current study points to future research directions for more extensively investigating digital resilience and technology stress among adolescents, displaying an opportunity for significant improvement in this crucial area.

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Data availability

The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.

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Acknowledgements

We are grateful for the time and support of all the students, parents, teachers, and other researchers involved in this study.

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  1. Higher Institute of Teacher Education, Jiangxi Normal University, Nanchang, China

    Chunlin Qi & Nanchang Yang

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  1. Chunlin Qi
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Correspondence to Chunlin Qi.

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Qi, C., Yang, N. Digital resilience and technological stress in adolescents: A mixed-methods study of factors and interventions. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-12595-1

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