Department of Psychiatry and Human Behavior, Warren Alpert Medical School of Brown University, 1011 Veterans Memorial Parkway, Providence, RI, 02915, USA.
Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, CB #3270, Chapel Hill, NC, 27599, USA.
Clin Child Fam Psychol Rev. 2018 Sep;21(3):267-294. doi: 10.1007/s10567-018-0261-x.
Investigators have long recognized that adolescents' peer experiences provide a crucial context for the acquisition of developmental competencies, as well as potential risks for a range of adjustment difficulties. However, recent years have seen an exponential increase in adolescents' adoption of social media tools, fundamentally reshaping the landscape of adolescent peer interactions. Although research has begun to examine social media use among adolescents, researchers have lacked a unifying framework for understanding the impact of social media on adolescents' peer experiences. This paper represents Part 1 of a two-part theoretical review, in which we offer a transformation framework to integrate interdisciplinary social media scholarship and guide future work on social media use and peer relations from a theory-driven perspective. We draw on prior conceptualizations of social media as a distinct interpersonal context and apply this understanding to adolescents' peer experiences, outlining features of social media with particular relevance to adolescent peer relations. We argue that social media transforms adolescent peer relationships in five key ways: by changing the frequency or immediacy of experiences, amplifying experiences and demands, altering the qualitative nature of interactions, facilitating new opportunities for compensatory behaviors, and creating entirely novel behaviors. We offer an illustration of the transformation framework applied to adolescents' dyadic friendship processes (i.e., experiences typically occurring between two individuals), reviewing existing evidence and offering theoretical implications. Overall, the transformation framework represents a departure from the prevailing approaches of prior peer relations work and a new model for understanding peer relations in the social media context.
研究人员早就认识到，青少年的同伴经历为他们获得发展能力提供了一个至关重要的环境，同时也为一系列适应困难带来了潜在风险。然而，近年来，青少年越来越多地采用社交媒体工具，从根本上改变了青少年同伴互动的格局。尽管研究已经开始研究青少年使用社交媒体的情况，但研究人员缺乏一个统一的框架来理解社交媒体对青少年同伴经历的影响。本文是两部分理论综述的第一部分，我们提供了一个转型框架，将跨学科的社交媒体研究整合在一起，并从理论驱动的角度指导未来关于社交媒体使用和同伴关系的工作。我们借鉴了先前将社交媒体视为一种独特的人际交往环境的概念，并将这种理解应用于青少年的同伴经历，概述了与青少年同伴关系特别相关的社交媒体的特点。我们认为，社交媒体以五种关键方式改变了青少年的同伴关系：改变了体验的频率或即时性，放大了体验和需求，改变了互动的性质，为补偿行为提供了新的机会，并创造了全新的行为。我们举例说明了转型框架在青少年二元友谊过程中的应用（即通常发生在两个人之间的经历），回顾了现有证据并提出了理论意义。总的来说，转型框架代表了对之前同伴关系工作中流行方法的背离，也是理解社交媒体背景下同伴关系的新模式。
