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Youth Sustainable Digital Wellbeing

Author

Listed:
  • Dana Rad

    (Aurel Vlaicu University of Arad)

  • Edgar Demeter

    (Aurel Vlaicu University of Arad)

Abstract

Digital well-being emerged as a postmodern concept describing the overflowing daily input of information and social networking options. The theoretical literature frameworks related to digital skills are not specifically considering some particular abilities needed for coping with daily interactions’ overwhelming and currently depict two sides of the digital well-being story: as a personal obtainable status through individual digital wellbeing abilities and skills, and on the other hand as a specificity common to a social community where values, norms, and aspirations bring valuable inputs to the safety, comfort, self-satisfaction along with socio-psychological fulfillment of group members. In order to investigate the interactions of the youth digital well-being, our team has implemented the project Hate’s Journey funded under Erasmus+. Our research team has designed a multiple specific sections online questionnaire addressing 206 youth from Turkey, Spain, Latvia, and Romania. We have used a SEM analysis approach with the purpose of providing model fit output about the consistency of the hypothesized mediation model: youth online duality, considered a correlate of digital well-being, mediates the relationship between the predictor helpfully perceived network and the outcome, emotional regulation. Consistent with previous research, our results support the hypothesis that youth online duality totally mediates the relationship between the helpfully perceived digital environment and youth digital emotional regulation. Conclusions and implications are discussed.

Suggested Citation

  • Dana Rad & Edgar Demeter, 2019. "Youth Sustainable Digital Wellbeing," Postmodern Openings, Editura Lumen, Department of Economics, vol. 10(4), pages 104-115, December.
    • Handle: RePEc:lum:rev3rl:v:10:y:2019:i:4:p:104-115
    DOI: https://doi.org/10.18662/po/96
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    References listed on IDEAS

    as
    1. Dingfelder, Hilary E. & Jaffee, Sara R. & Mandell, David S., 2010. "The impact of social support on depressive symptoms among adolescents in the child welfare system: A propensity score analysis," Children and Youth Services Review, Elsevier, vol. 32(10), pages 1255-1261, October.
    2. S. Balzarotti & F. Biassoni & D. Villani & A. Prunas & P. Velotti, 2016. "Individual Differences in Cognitive Emotion Regulation: Implications for Subjective and Psychological Well-Being," Journal of Happiness Studies, Springer, vol. 17(1), pages 125-143, February.
    Full references (including those not matched with items on IDEAS)

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    Cited by:

    1. repec:thr:techub:10021:y:2021:i:1:p:554-569 is not listed on IDEAS
    2. Jeong, Dayun & Ko, Eunju & Taylor, Charles R., 2023. "Don't touch the Merchandise! Factors associated with consumer preference for contact free shopping," Journal of Business Research, Elsevier, vol. 154(C).
    3. Dana Rad & Gavril Rad, 2021. "Theory of Change in Digital Behavior Change Interventions (Dbcis) And Community-Based Change Initiatives - A General Framework," Technium Social Sciences Journal, Technium Science, vol. 21(1), pages 554-569, July.
    4. Dana Rad & Valentina Balas & Ramona Lile & Edgar Demeter & Tiberiu Dughi & Gavril Rad, 2020. "Statistical Properties of a New Social Media Context Awareness Scale (SMCA)—A Preliminary Investigation," Sustainability, MDPI, vol. 12(12), pages 1-15, June.
    5. Dana Rad & Gavril Rad, 2021. "Theory of Change and agile community digital psychological interventions," Technium Social Sciences Journal, Technium Science, vol. 20(1), pages 632-642, June.
    6. repec:thr:techub:10020:y:2021:i:1:p:632-642 is not listed on IDEAS

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    More about this item

    Keywords

    sustainable digital well-being; youth online duality; youth digital emotional regulation;
    All these keywords.

    JEL classification:

    • A23 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Graduate

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