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INTRODUCTIONParental socioeconomic status (SES) has been found to be a key predictor of adolescent well‐being. High‐SES adolescents, compared to low‐SES adolescents, are particularly advantaged in key developmental outcomes, such as socioemotional well‐being and educational performance (Lareau & Conley, 2008; Reiss, 2013). While SES gaps in adolescent outcomes are well documented, the way digital technology use shapes SES disparities in adolescent outcomes remains unclear. Considering that contemporary adolescents engage with increasingly ubiquitous and mobile digital devices that present both strong risks and opportunities (Bohnert & Gracia, 2021; Goode et al., 2019; Livingstone et al., 2018), investigating how adolescent well‐being is affected by digital use across socioeconomic groups is critical. The present study crucially aims to fill this important gap in the adolescence literature.This study is—to our knowledge—the first comprehensive longitudinal analysis of how digital use is associated with different adolescent outcomes across SES. Using high‐quality largescale longitudinal data from the Growing Up in Ireland (GUI) survey, our study makes three main contributions. First, we implement robust, longitudinal analyses of associations between the frequency and content of adolescents’ digital use and their socioemotional and educational outcomes over time. Existing research largely lacks longitudinal evidence, which remains essential to assess the “effects of spending time on digital technology from a
Journal of Adolescence – Wiley
Published: Aug 1, 2023
Keywords: adolescent well‐being; digital inequalities; digital use; longitudinal methods; parental socioeconomic status; screen time
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