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How to Help Teenagers Overcome Internet Addiction

The internet has become an indispensable part of modern life, with nearly every adolescent owning a mobile device. This not only changes the way they learn, but also poses the risk of internet addiction. Professor Min-Pei Lin from the Department of Educational Psychology and Counseling at National Taiwan Normal University conducted a two-year longitudinal study on first-year high school students in Taiwan to investigate the phenomenon of internet addiction among Taiwanese adolescents and its underlying causes. The study found that when adolescents experience negative psychological states and have lower distress tolerance, they often turn to the internet or vent their emotions as a way to 'escape' from stress, gradually becoming addicted to the internet.

In recent years, scholars have found an association between distress tolerance and internet addiction, yet longitudinal studies on this topic remain scarce. To explore the causes and impacts of internet addiction, Professor Lin conducted a two-year longitudinal study, distributing surveys to approximately 2,170 first-year high school students in Taiwan. The first year focused on assessing the distress tolerance of adolescents, while the second year followed up to investigate how these adolescents coped with stress. The study aimed to understand their coping strategies in response to pressure, and how these strategies relate to their internet usage behaviors.

The study found a strong correlation between internet addiction and adolescents' coping strategies for stress. Adolescents who lack proper emotional regulation skills are more prone to developing internet addiction when faced with setbacks. Those with low distress tolerance are likely to choose avoidance or emotional reactions when encountering stress, often relying on the internet as a means to alleviate uncomfortable emotions.

In the survey, Professor Lin categorized adolescents' sources of stress into four scenarios: academic workload, being criticized or misunderstood, major life events such as exams or surgeries, and relationship issues. The study found that when adolescents encounter these stressors without appropriate coping strategies, they are more likely to turn to the internet as a means of escaping reality or seeking temporary relief.

Adolescents prone to internet addiction often exhibit four types of addictive behavior. The first is gaming addiction, where adolescents become engrossed in online games that offer instant gratification and a sense of achievement, enabling them to avoid addressing real-life issues. The second is social media addiction, characterized by adolescents seeking instant interaction and feedback on social media platforms. While this provides a strong sense of belonging and accomplishment, it can also hinder their ability to engage in face-to-face communication in real-life settings.

The study also found that some adolescents become addicted to binge-watching shows or browsing short videos, behaviors that can be difficult to control and may disrupt their daily lives and academic performance. Additionally, a portion of adolescents may fixate on online content featuring pornography or violence, which not only harms their mental health but may also lead to behavioral issues in real life. Sudden restrictions on internet use can result in withdrawal symptoms, such as irritability and anger, or feelings of depression and low mood, both of which pose challenges for parents and educators.

Following the COVID-19 pandemic, the Taiwanese Ministry of Education introduced the 'Tablets for Every Student' policy, which has become a double-edged sword in addressing internet addiction. On one hand, it is seen as a powerful tool for enhancing learning; on the other hand, parents worry that if not used strictly for educational purposes, excessive use of smartphones and tablets, or even addiction to them, could negatively impact academic performance and mental health.

Professor Lin noted that while adolescents are aware of the negative aspects of excessive internet use, they simultaneously enjoy its benefits and drawbacks, creating a struggle between wanting to control their behavior and being unable to stop. To address the issue of internet addiction, Professor Lin proposed two educational solutions: Social and Emotional Learning (SEL) and mindfulness education, as strategies to shift the current situation.

Through Social and Emotional Learning (SEL), adolescents can enhance their emotional regulation and social skills, enabling them to cope more effectively with setbacks and stress. Mindfulness education, on the other hand, encourages students to develop an awareness of their emotions and behaviors, allowing them to acknowledge discomfort without immediate reaction, and to cultivate a sense of calm. Both approaches equip adolescents with healthier and more rational strategies for responding to stress.

Professor Lin also suggested that when adolescents encounter stressful events, educators and parents should guide them to avoid resorting to escapism, such as isolating themselves at home, excessive internet use, or smartphone reliance. They should also discourage emotional venting behaviors like crying, anger, or complaining as primary coping mechanisms. Instead, adolescents should be encouraged to leverage their inner strength or seek support from their social networks to face and navigate the stressful event together, ultimately weathering the emotional turbulence.

Professor Lin likened overcoming internet addiction to the 'philosophy of investment,' emphasizing the importance of diversifying sources of happiness, akin to not putting all one’s eggs in one basket. Adolescents should be encouraged to explore alternative sources of fulfillment and joy.

Source: Lin, M. P. (2022). Avoidance/emotion-focused coping mediates the relationship between distress tolerance and problematic Internet use in a representative sample of adolescents in Taiwan: One-year follow-up. Journal of Adolescence, 94(4), 600-610. https://doi.org/10.1002/jad.12049

Min-Pei Lin Professor | Department of Educational Psychology and Counseling

Professor Min-Pei Lin is a faculty member in the Department of Educational Psychology and Counseling at National Taiwan Normal University. His research expertise covers the causes and prevention of internet addiction and self-harm among children and adolescents, mindfulness and focus, as well as stress adaptation and emotional management. He has received numerous accolades, including the Excellent Teaching Award from National Taiwan Normal University in 2016 and 2020, the Special Outstanding Talent Award from the National Science Council for multiple years (2017-2024), and the Academic Excellence Teacher Award (2020-2022).