Youth Wellbeing, Digital Use and Digital Literacy: Evidence from PISA 2022. Research Report
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| Title: | Youth Wellbeing, Digital Use and Digital Literacy: Evidence from PISA 2022. Research Report |
|---|---|
| Language: | English |
| Authors: | Carmen H. J. Lim, Pia Kreijkes, Cambridge University Press and Assessment (United Kingdom) |
| Source: | Cambridge University Press & Assessment. 2025. |
| Availability: | Cambridge University Press & Assessment. Shaftesbury Road Cambridge CB2 8EA. Tel: 44-1223-553311; e-mail: directcs@cambridge.org; Web site: https://www.cambridgeassessment.org.uk/ |
| Peer Reviewed: | N |
| Page Count: | 81 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Well Being, Technological Literacy, Computer Use, Correlation, Youth, Social Media, Video Games, Online Searching, Life Satisfaction, Affective Behavior, Self Concept, Competence, Interpersonal Relationship, Physical Health, Gender Differences, Foreign Countries, Secondary School Students |
| Geographic Terms: | Brazil, Costa Rica, Hong Kong, Hungary, Ireland, Macau, Panama, Saudi Arabia, Slovenia, Spain |
| Assessment and Survey Identifiers: | Program for International Student Assessment |
| Abstract: | What is this report about?: This report explores the nature of the relationship between digital use and youth wellbeing by examining how the frequency of engaging in different digital activities is linked to various aspects of youth wellbeing. Additionally, it investigates the links between digital literacy, digital use and youth wellbeing. What did we do?: Using data from the Programme for International Student Assessment (PISA) 2022, we examined the strength of relationships between six types of digital activities and seven aspects of youth wellbeing. The digital activities included time spent accessing informational materials, browsing social media and playing video games. Rather than focusing on a single wellbeing outcome, we examined multiple aspects of youth wellbeing--life satisfaction, affect, perceived competence, interpersonal and physical wellbeing--to identify which are most affected by different types of digital activity. The methods employed were descriptive statistics followed by country-level fixed effects regression models. In the second part of the study, we explored the relationship between students' digital literacy--measured by their self-reported competency in using digital resources and their practices when engaging with online information--and their digital use and wellbeing. What did we find?: We found evidence supporting all types of associations--positive, negative, and no association, underscoring the complexity of these relationships. Positive relationships were primarily observed in instrumental use, while negative associations were noted with social media browsing, gaming, and Internet use, though the extent varied. On gender differences, social media browsing was negatively associated with girls' body image perceptions and life satisfaction, but not boys'. Among the wellbeing aspects examined, the frequency of experiencing psychosomatic symptoms was most consistently and negatively associated with digital use, regardless of purpose or gender. For girls, the negative link between psychosomatic symptoms and social media browsing was close to two-thirds as strong as the correlation between being bullied and psychosomatic symptoms; for boys, it was slightly more than half. Our research also suggests that digital literacy alone may not be sufficient to mitigate the potential negative impacts of digital use and to motivate beneficial allocation of screen activities, even though it may marginally enhance wellbeing. What are the implications?: Firstly, the mixed associations between digital activities and youth wellbeing highlight the need for purpose-specific guidance on youth digital use. Secondly, the differential impacts of social media on girls suggest that policy guidance and interventions should be gender specific. Thirdly, the consistent negative link between psychosomatic symptoms and digital use warrants further investigation and closer monitoring. Finally, young people may need additional skills--such as online resilience--to better protect themselves in the digital world, as digital literacy alone may not be sufficient to ensure beneficial use of time online or to mitigate possible negative impacts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678103 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED678103 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Youth Wellbeing, Digital Use and Digital Literacy: Evidence from PISA 2022. Research Report – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Carmen+H%2E+J%2E+Lim%22">Carmen H. J. Lim</searchLink><br /><searchLink fieldCode="AR" term="%22Pia+Kreijkes%22">Pia Kreijkes</searchLink><br /><searchLink fieldCode="AR" term="%22Cambridge+University+Press+and+Assessment+%28United+Kingdom%29%22">Cambridge University Press and Assessment (United Kingdom)</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Cambridge+University+Press+%26+Assessment%22"><i>Cambridge University Press & Assessment</i></searchLink>. 2025. – Name: Avail Label: Availability Group: Avail Data: Cambridge University Press & Assessment. Shaftesbury Road Cambridge CB2 8EA. Tel: 44-1223-553311; e-mail: directcs@cambridge.org; Web site: https://www.cambridgeassessment.org.uk/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 81 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Literacy%22">Technological Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Use%22">Computer Use</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Youth%22">Youth</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Media%22">Social Media</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Games%22">Video Games</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Searching%22">Online Searching</searchLink><br /><searchLink fieldCode="DE" term="%22Life+Satisfaction%22">Life Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Behavior%22">Affective Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Health%22">Physical Health</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Brazil%22">Brazil</searchLink><br /><searchLink fieldCode="DE" term="%22Costa+Rica%22">Costa Rica</searchLink><br /><searchLink fieldCode="DE" term="%22Hong+Kong%22">Hong Kong</searchLink><br /><searchLink fieldCode="DE" term="%22Hungary%22">Hungary</searchLink><br /><searchLink fieldCode="DE" term="%22Ireland%22">Ireland</searchLink><br /><searchLink fieldCode="DE" term="%22Macau%22">Macau</searchLink><br /><searchLink fieldCode="DE" term="%22Panama%22">Panama</searchLink><br /><searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink><br /><searchLink fieldCode="DE" term="%22Slovenia%22">Slovenia</searchLink><br /><searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink> – Name: SubjectThesaurus Label: Assessment and Survey Identifiers Group: Su Data: <searchLink fieldCode="SU" term="%22Program+for+International+Student+Assessment%22">Program for International Student Assessment</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: What is this report about?: This report explores the nature of the relationship between digital use and youth wellbeing by examining how the frequency of engaging in different digital activities is linked to various aspects of youth wellbeing. Additionally, it investigates the links between digital literacy, digital use and youth wellbeing. What did we do?: Using data from the Programme for International Student Assessment (PISA) 2022, we examined the strength of relationships between six types of digital activities and seven aspects of youth wellbeing. The digital activities included time spent accessing informational materials, browsing social media and playing video games. Rather than focusing on a single wellbeing outcome, we examined multiple aspects of youth wellbeing--life satisfaction, affect, perceived competence, interpersonal and physical wellbeing--to identify which are most affected by different types of digital activity. The methods employed were descriptive statistics followed by country-level fixed effects regression models. In the second part of the study, we explored the relationship between students' digital literacy--measured by their self-reported competency in using digital resources and their practices when engaging with online information--and their digital use and wellbeing. What did we find?: We found evidence supporting all types of associations--positive, negative, and no association, underscoring the complexity of these relationships. Positive relationships were primarily observed in instrumental use, while negative associations were noted with social media browsing, gaming, and Internet use, though the extent varied. On gender differences, social media browsing was negatively associated with girls' body image perceptions and life satisfaction, but not boys'. Among the wellbeing aspects examined, the frequency of experiencing psychosomatic symptoms was most consistently and negatively associated with digital use, regardless of purpose or gender. For girls, the negative link between psychosomatic symptoms and social media browsing was close to two-thirds as strong as the correlation between being bullied and psychosomatic symptoms; for boys, it was slightly more than half. Our research also suggests that digital literacy alone may not be sufficient to mitigate the potential negative impacts of digital use and to motivate beneficial allocation of screen activities, even though it may marginally enhance wellbeing. What are the implications?: Firstly, the mixed associations between digital activities and youth wellbeing highlight the need for purpose-specific guidance on youth digital use. Secondly, the differential impacts of social media on girls suggest that policy guidance and interventions should be gender specific. Thirdly, the consistent negative link between psychosomatic symptoms and digital use warrants further investigation and closer monitoring. Finally, young people may need additional skills--such as online resilience--to better protect themselves in the digital world, as digital literacy alone may not be sufficient to ensure beneficial use of time online or to mitigate possible negative impacts. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: ED678103 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 81 Subjects: – SubjectFull: Well Being Type: general – SubjectFull: Technological Literacy Type: general – SubjectFull: Computer Use Type: general – SubjectFull: Correlation Type: general – SubjectFull: Youth Type: general – SubjectFull: Social Media Type: general – SubjectFull: Video Games Type: general – SubjectFull: Online Searching Type: general – SubjectFull: Life Satisfaction Type: general – SubjectFull: Affective Behavior Type: general – SubjectFull: Self Concept Type: general – SubjectFull: Competence Type: general – SubjectFull: Interpersonal Relationship Type: general – SubjectFull: Physical Health Type: general – SubjectFull: Gender Differences Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Secondary School Students Type: general – SubjectFull: Brazil Type: general – SubjectFull: Costa Rica Type: general – SubjectFull: Hong Kong Type: general – SubjectFull: Hungary Type: general – SubjectFull: Ireland Type: general – SubjectFull: Macau Type: general – SubjectFull: Panama Type: general – SubjectFull: Saudi Arabia Type: general – SubjectFull: Slovenia Type: general – SubjectFull: Spain Type: general – SubjectFull: Program for International Student Assessment Type: general Titles: – TitleFull: Youth Wellbeing, Digital Use and Digital Literacy: Evidence from PISA 2022. Research Report Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cambridge University Press and Assessment (United Kingdom) – PersonEntity: Name: NameFull: Carmen H. J. Lim – PersonEntity: Name: NameFull: Pia Kreijkes IsPartOfRelationships: – BibEntity: Dates: – D: 20 M: 10 Type: published Y: 2025 Titles: – TitleFull: Cambridge University Press & Assessment Type: main |
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