INTRODUCTION: Research on digital media use and adolescents' development and well-being remains inconclusive, and adolescents' own perspectives on these issues are largely unexplored. Nevertheless, concrete policy measures are being implemented to regulate adolescents' digital media use. Therefore, this study examined adolescents' own perspectives on the effects of digital media use, the cognitive processes relating to their self-regulation of digital media use, and their perceived need for change in how they use digital media. METHODS: = 1.1) from two secondary schools in the Netherlands. Data were analysed using codebook thematic analysis with a combination of inductive and deductive coding informed by the triple-pathway model. RESULTS: Adolescents expressed their appreciation for various benefits that digital media enable them, but also concerns about many challenges that they face online. Regarding mechanisms, they discussed how digital media can capture attention, distort time perceptions, and create challenges with self-regulation. When discussing the need to change their digital media use, adolescents emphasised that not only individual efforts in self-regulation, but also shared (with parents and peers) and structural (e.g., school-level) solutions may help to prevent exclusion and other risks. CONCLUSION: Adolescents desire feasible ways to balance digital media use that preserve agency and relatedness while reducing negative effects. The findings have implications for research, education, parenting, and policy focused on supporting adolescents' development in digital contexts.
Todorović et al. (Mon,) studied this question.
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