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Developing Digital Self-Regulation in Adolescence: A Developmental Self-Determination Model of Digital
1University of Chicago, W-16, WSSC 255, 969 E. 60th St., Chicago, IL 60637 USA.
Educational Psychology Review
|June 11, 2026
Summary
This study introduces the Developmental Self-Determination Model of Digital Self-Regulation (DSMDS), framing digital use as a developmental process. It emphasizes building adolescent self-regulation skills through autonomy-supportive environments rather than solely restricting access.
Area of Science:
- Developmental Psychology
- Educational Technology
- Media Psychology
Background:
- Digital technologies are integral to adolescent development, influencing learning, social interactions, and identity.
- Restrictive policies (e.g., smartphone bans) are common but may neglect adolescents' developing self-regulation and psychological needs.
- Existing approaches often focus on exposure control rather than capacity building.
Purpose of the Study:
- Introduce the Developmental Self-Determination Model of Digital Self-Regulation (DSMDS).
- Reconceptualize digital regulation as a developmental, capacity-building process.
- Provide a framework for fostering intentional, self-directed digital engagement in adolescents.
Main Methods:
- Conceptual framework development integrating Self-Determination Theory and developmental science.
- Defining digital literacy competence and regulatory strategies within the DSMDS.
- Theorizing the role of autonomy-supportive practices in scaffolding digital self-regulation.
Main Results:
- DSMDS posits digital literacy as the foundation for self-regulation, enacted through behavioral and contextual strategies.
- Autonomy-supportive contexts (peer, family, school, policy) can scaffold regulation during executive function development.
- Progression in digital self-regulation is contingent, influenced by literacy development, engagement patterns, and contextual factors.
Conclusions:
- DSMDS offers a developmentally grounded approach to digital self-regulation.
- It shifts focus from exposure control to capacity building for intentional digital engagement.
- The framework guides research, policy, and educational practices to support adolescents in navigating digital technologies.
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