In the modern information society, the Internet has increasingly become an indispensable part of teenagers' life, and its great influence on teenagers' psychological development has been paid more and more attention and studied by psychologists. This paper attempts to make a comprehensive introduction to the relevant research results at home and abroad, and puts forward some suggestions for future research and educational practice.
2 the problem of network overuse
2. 1 Internet-related psychological barriers
Psychologists pay early attention to the influence of the Internet on psychological development, which is a psychological barrier caused by excessive use of the Internet. Brenner (1997) [2] Research shows that Internet dependence behavior is closely related to age and education level, but has little to do with gender and race. Young students, in particular, are high-risk groups of Internet addiction. In contrast, adults also need to control their online time when they are addicted to the internet, but they experience less sense of loss than teenagers under the same conditions.
Jb psychologists have defined a variety of terms for psychological disorders caused by excessive use of the Internet. Goldberg borrowed the drug dependence standard from DSM-IV (American Handbook of Classification and Diagnosis of Mental Disorders) and put forward Internet Addiction Disorder. ; The concept of IAl3) is mainly used as a coping mechanism.
Behavior addiction. KimberlyYoung developed into pathological Internet use (pathological Internet use; The concept of PIU means that the difference between Internet addiction and drug dependence is that it is more like an impulse control disorder. Young combined with the actual research of internet addiction, put forward eight problems to judge internet addiction. If a person gives a positive answer to five of the following questions, it can be judged as PIU: ① Are you addicted to the Internet? ② Do you need to increase online time one by one to get satisfaction? ③ Do you often resist the temptation of surfing the Internet and find it difficult to get off the Internet? ④ Do you have negative emotional experience and adverse physiological reaction when you stop using the Internet? ⑤ Is the actual online time longer than before? Does surfing the Internet have any negative effects on your interpersonal relationship, work, education and career? ⑦ Did you hide the real time and cost of surfing the Internet from your family, friends and psychological counselors? Do you use the Internet as a way to avoid problems and dispel negative emotions?
The similarity between IAD and PIU is that there is no distinction between the media function and media content of the Internet, nor does it specify whether the time spent online is used for general work or pathological addiction. Davis( 1999) put forward the cognitive behavior model of PIU [3]. He divided PIU into ordinary and special. speciality
1)IU indicates that addicts have had addictive behaviors (such as gambling and indulging in pornographic materials) before, and the Internet has aggravated this addiction; General PIU is related to general network use, such as chatting and browsing the web. In this way, PIU is divided into a single universal addiction stimulated by previous pathology. In addition, Davis believes that maladjustment-cognition is a sufficient condition for the occurrence of PIU. The influence of life events (such as environmental stress), such as depression, social anxiety and drug dependence, is a necessary condition for the formation of PIU.
Alex Hall and his sponsor, Jeffrey [4] put forward the fourth concept of network-related obstacles-Internet behavior dependence (Internet behavior dependence; The complications of online behavior dependence include depression, impulse control disorder and low self-esteem. They believe that excessive use of the Internet is a benign problem in life, which makes up for the lack of satisfaction in other aspects of life and is a problem that ordinary people may encounter and need to overcome in their lives. They think that IBD is just a cognitive coping style with maladjustment, which can be corrected by basic cognitive behavior intervention.
2.2 Characteristics of Internet Addiction Disorder among Adolescents
Weitzmantsl discussed the relationship among Internet addiction, loneliness and social support of senior high school students. Weizmann believes that high school students' loneliness and lack of social support make them easily addicted to the internet. Personality type, grade point and gender have nothing to do with internet addiction. A follow-up study of 753 senior high school students in Taiwan Province Province after one year [6] shows that although Internet addicts feel that the Internet has a bad influence on their daily life, school study and their relationship with their parents, using the Internet has deepened their peer relationship. Among teenagers, online dating is very fashionable and common, which also aggravates the excessive use of the Internet. The researchers also found that the online content of dependent and non-dependent people is very different. Addicts often participate in social communication activities online, such as newsgroups, chat rooms, MUDS and bbs. Independent people spend most of their time browsing the web and communicating by email. Yong found that a significant difference between the network dependent and the non-dependent is that the dependent establishes new social connections through the network, while the non-dependent maintains existing interpersonal relationships through the network.
It is incorrect to regard internet addicts as a consistent group "[7]. They take part in different online activities. Some people focus on getting satisfaction and happiness and attract their attention; Other people seek exciting activities and things. To sum up, there are five basic types of Internet addiction: ① sex addiction. This kind of addicts are addicted to watching, downloading and exchanging pornography ②Cvber retinationality. Such addicts devote all their energy to online dating. Online friends have become more important than family and friends in real life. ③ Addiction to online games (online games). Such addicts spend a lot of time, energy and money on online gambling, games, shopping and auctions. ④ Addiction to information collection (1 information overload). This kind of addicts spend a lot of time searching and collecting information online, accompanied by obsessive-compulsive tendency, and their work efficiency decreases. ⑤ Computer addiction. This kind of addicts are addicted to computer programming games, which affects their normal study and work. It should be pointed out that different network activities have different effects on teenagers' psychology.
Most teenagers' online use focuses on role-playing games, newsgroups, chat rooms, instant messaging, www, e-mail and so on. Interestingly, the researchers found that there are significant differences between boys and girls in online use [8]. Boys prefer to play online games on the computer, while girls prefer to chat with friends and send emails online.
3 Research tools and methods
Quantitative research and qualitative research are two basic paradigms of psychological research. When psychologists pay attention to and study the influence of the network on the psychological development of teenagers, they adopt nothing more than these two methods.
3. 1 quantitative research method
Psychologists study the relationship between Internet and teenagers' psychological behavior through psychological measurement or field experiments. For example, for the problem of internet addiction, psychologists have compiled many questionnaires to screen and quantitatively study the addicted and non-addicted teenagers. For example, Brenner's (1997) Internet-related Addiction Behavior Questionnaire (Internet-related Addiction Behavior Scale; IRABl), Chien Chou and Ming-Chun Hsiao (2000) compiled the Chinese Internet Addiction Behavior Questionnaire II (C-Irabi- 1 1), Armstrong et al. (2000) compiled the Internet use survey and Young's DQ evaluation tool (Young, 65438). The reliability and validity of these Internet addiction measurement tools are often rough, but it is feasible to do some preliminary measurement and identification.
3.2 Qualitative research methods
Psychologists have also conducted extensive and in-depth research on the Internet and the psychological development of teenagers through interviews, case studies and literature review. For example, psychologists have done a lot of effective theoretical exploration and practical work on how to prevent and intervene teenagers' Internet addiction. Some people explain addiction behavior from the perspective of self-efficacy [9]. Distinguish the following self-efficacy: ① Resistant self-efficacy. Refers to the belief in the ability of non-addicted individuals to resist Internet addiction. ② Reduce harmful self-efficacy. Refers to the confidence that a person can resist surfing the Internet when he has become dependent on the Internet but has not really caused addictive behavior. ③ Action-oriented self-efficacy refers to the individual's confidence in the realization of abstinence network ④ Coping with self-efficacy. Refers to the expected ability to overcome the crisis of relapse of old diseases. ⑤ Restorative self-efficacy. I am confident to recover my coping ability after the recurrence of my old illness.
Treating and intervening teenagers with Internet addiction is another important part of psychologists' work. Cognitive behavioral therapy is the main method to treat Internet addiction. It adopts the classic treatment methods of behavioral addiction (such as overeating, pathological gambling and impulsive shopping), and does not need additional training for clinical psychologists. In addition, Yang also put forward some specific methods to help addicts get rid of drug addiction. Such as: time management skills, reminder cards, personal belongings list (let addicts list every neglected activity after internet addiction and rank it in order of importance), and join a Support group.
Group), family therapy, behavioral therapy, etc.
4. Psychological influence on teenagers
The researchers found [10] that the negative impact of the Internet on their daily life reflected by young students is mainly reflected in the laws of study and life. For example, poor academic performance, irregular sleep and diet. The negative impact of Internet addiction students' reporting is far greater than that of non-Internet addiction students. On the other hand, both Internet addiction students and non-Internet addiction students believe that the Internet plays a positive role in improving their relationship with classmates and friends. Students think that the Internet gives them convenient opportunities to meet new friends, contact old friends more conveniently and give them many similar topics. Interactive network has replaced a considerable part of the time that students used to spend on TV and radio.
4. 1 the influence of internet on cognitive process
Psychologists study the influence of computer games on teenagers' cognitive process. Personal role-playing under the computer network environment is often in the visual environment, which requires players to decode a series of information symbols and make a decision to complete the task as soon as possible. Researchers found that children who often play computer and online games will improve their spatial performance and visual attention, but it depends on what kind of games children play. However, there is no evidence to support that online games can promote teenagers' long-term cognitive skills.
4.2 Internet and School Students' Learning
The social cognitive environment built on the Internet contains a series of challenges. K subrahnmnyam (2001+0) thinks that [1 1], using the internet in schools and families can strengthen the connection between teachers and parents, and improve students' self-esteem and learning motivation. It is also helpful to promote the learning activities of ADHD children and other children with learning disabilities. But later research did not prove the significance of this result, but showed a slight positive correlation. Downst[ 12] believes that teachers can make full use of computer networks to develop students' exploratory learning ability, problem-solving ability, thinking strategy, memory, imagination and team spirit. Cole's research in 1996 [13] shows that students can improve their reading, math and computer skills by participating in an after-school internet use guidance program called "the fifth latitude".
4.3 Internet and social development of teenagers
The two main pressures and development tasks faced by teenagers are the formation of self-identity and anxiety that easily occurred in the past. They can play their favorite roles, and they are not afraid of being criticized for their appearance, looks and personal quirks, and they can also avoid gender and racial discrimination. Chatting online and sending emails are becoming a very common way for people to meet new friends. For teenagers, using the Internet is a way for them to adapt to and cope with the huge development pressure they face.
However, if online communication replaces real-world relationships, it may lead to low-quality relationships, reduce teenagers' social skills and make them unprepared for real-world relationships. Internet addicts are more likely to use the Internet to make new friends and conduct social experiments than non-internet addicts, and accordingly, their face-to-face social behaviors will also decrease. Lack of face-to-face social communication (only social experience of online communication) and lack of unified composition (online anonymous identity) are two main shortcomings that hinder the socialization development of teenagers.
4.4 Influence on Emotion and Personality
According to Carnegie Mellon University's research on people who overuse the Internet and Pittsburgh University's research, Internet addicts often have the following personality characteristics: like to be alone, sensitive, inclined to abstract thinking, alert, disobedient to social norms and so on. Kraut et al. [14] found that excessive use of the Internet will lead to an increase in loneliness and depression, as well as a decrease in social participation and psychological well-being. TurkletlSl also found that teenagers who make friends online many times can lead to social isolation and social tension. On the other hand, Thompson, Vivien and RayeLl6] found that there is a positive correlation between perceived happiness and Internet usage frequency. Some studies have also found that the use of the Internet may make users feel comforted and satisfied.
4.5 the inhibition of network psychology
The network has the characteristics of written language, anonymity, many-to-many, immediacy, wide range and high degree of freedom, which can give full play to the subjective initiative of users. Online communication can get rid of the shackles of moral norms and social norms in real life, thus making interpersonal communication more attractive. These characteristics of the network are characterized by the "disinhibition" of the network. In the virtual environment of the network, the behavior self-discipline based on individual internal norms and social norms is greatly weakened or does not exist, so people's online behavior shows a feature of disinhibition, which is very different from real life behavior. Research shows that [6], the degree of "disinhibition" of Internet addiction teenagers is much higher than that of non-Internet addiction teenagers.
5 Requirements and Enlightenment for Educators
At present, more and more attention has been paid to the study of teenagers' internet use, and psychologists are looking at this problem from a wider perspective, not just pathological diagnosis and correction. For example, if internet addiction is regarded as a problem that everyone will encounter, and the network is considered in connection with the life and life development tasks of teenagers, it reflects the problem of looking at the network and the psychological development of teenagers from a broader perspective.
In the modern information society, the emergence of the network should not become a scourge in the field of education. How to guide students correctly, combine their study and life in and out of class with the powerful tool of network, promote students' learning, how to strengthen the social participation and psychological happiness of network users, and how to combine network with school education are gradually entering the field of vision of researchers. This topic should arouse the concern and thinking of educators, researchers and technology providers.