Social and emotional e-processes and responses in problematic social media use among adolescents

Although several psychological correlates of problematic social media use (PSMU) have been identified, less is known about social and emotional processes and responses occurring within digital contexts. Recent research with adolescents has defined socio-emotional e-competencies as an individual's ability to regulate their emotions online (emotional e-regulation) and maintain positive online relationships (social e-competency). Using Structural Equation Modeling (SEM), this two-wave study examined whether socio-emotional e-competencies are associated to later PSMU via two different mechanisms: e-motions (expression and facilitating use of emotions online) and digital stress-operationalized as perceived pressure to be constantly available on social media (entrapment) and feelings of sadness after being ignored online (disappointment). Data were collected at two time-points, six months apart. At T1, 1,185 adolescents participated (59.3 % females; M_age = 15.97, SD = 1.43), and 1,096 adolescents participated at T2 (M_age = 15.93, SD = 1.40). Results of the SEM indicated that emotional e-regulation (T1) was negatively associated with e-motions and digital stress six months later, whereas social e-competency (T1) was positively associated with these variables at T2 and also showed a negative direct association with T2 PSMU. Both e-motions and digital stress were positively associated with PSMU at T2. Moreover, socio-emotional e-competencies (T1) were indirectly associated with T2 PSMU via both e-motions and digital stress. Overall, the findings suggest that while emotional e-regulation may function as a protective factor against PSMU, social e-competency may increase online emotional and relational engagement over time, indirectly heightening adolescents' vulnerability to PSMU through e-motions and digital stress.