Grebennikova O.V., Poleva N.S. The Role of Gadgets in the Socialisation and Education of Teenagers

Based on the generalization and systematisation of data from reviews and meta-analyses, a non-linear relationship between gadget use and indicators of socio-psychological development and well-being in adolescents has been demonstrated. The context and type of digital activity are considered more significant predictors of influence than quantitative measures of screen time. The ambivalent role of gadget use in the learning and socialization process of adolescents is demonstrated. The issue of screen time use among adolescents aged 13–18 and its impact on communication and empathy is highlighted.

Research methods: analysis and systematisation of the results of reviews and meta-analyses on the issue; the authors’ questionnaire “Use of gadgets and characteristics of digital consumption among adolescents”; M. Snyder’s self-monitoring scale in communication; V.F. Ryakhovsky’s test for assessing the level of sociability; a survey on the presence of friends among adolescents; the empathy tendencies questionnaire (A. Mehrabian, N. Epstein). The respondents were adolescents aged 13–18 (n = 200) attending general education schools in the North-Western and South-Western Administrative Districts of Moscow.

The study revealed a statistically significant correlation between screen time and key indicators of socialization among adolescents aged 13–18: self-control in communication, sociability, having friends, and empathy. It has been empirically proven that moderate use of gadgets correlates with high levels of communicative self-regulation, sociability, and emotional responsiveness. When screen time exceeds two hours, there is a tendency for these indicators to decrease to an average level. Extremely high screen time correlates with low self-control in communication, reduced sociability, a lack of friendships, and low empathy.

Correlation analysis in the study does not allow for conclusions to be drawn about the causal relationship between screen time and indicators of adolescents' socio-psychological development, which requires further longitudinal and experimental studies using multiple regression analysis methods.

Key words: gadgets, screen time, adolescents, socialization, self-control in communication, sociability, empathy

For citation: Grebennikova, O.V., Poleva, N.S. (2026). The Role of Gadgets in the Socialisation and Education of Teenagers // New Psychological Research, No. 1, 260–281. DOI: 10.51217/npsyresearch_2026_06_01_14

Acknowledgment 

The article was prepared within a state task, project FNRE-2024-0016 «Psychological effects of digitalization of the educational environment: opportunities for cognitive and personal development and socialization risks»