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Behavioral Sciences
Special Issues
Digital Lives, Developing Minds: Adolescents, Technology and Mental Health
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Digital Lives, Developing Minds: Adolescents, Technology and Mental Health

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Developmental Psychology".

Deadline for manuscript submissions: 30 November 2026 | Viewed by 579

Special Issue Editors

Dr. Paolo Bozzato

E-Mail Website
Guest Editor
Department of Human Sciences, Innovation and Territory, University of Insubria, I-22110 Como, Italy
Interests: smartphone and social media use; adolescent mental health and well-being; future orientation; school transitions; gender stereotypes
Dr. Sofia Mastrokoukou

E-Mail Website
Guest Editor
Department of Human and Social Sciences, Universitas Mercatorum, Piazza Mattei 10, 00186 Rome, Italy
Interests: psychological well-being; teacher and student resilience; inclusive education; disability studies; cross-cultural communicationt
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

As Guest Editors of this Special Issue, we are pleased to introduce a collection of studies exploring the complex and evolving relationship between adolescents and digital technologies—including smartphones, laptops, tablets, video game consoles, the Internet and artificial intelligence. This Special Issue seeks to shed light on how these technologies shape young people’s developmental trajectories, mental health and educational experiences in the digital age. Contributions examine both the opportunities and risks associated with digital engagement, addressing topics such as emotional regulation, cognitive development, social connectedness, cyberbullying and the emergence of problematic or dependent behaviors. Special attention is devoted to how adolescents use mobile devices, social media and AI-driven platforms for learning, creativity and self-expression, as well as how these tools influence identity formation and future orientation.

Empirical studies, critical and systematic reviews and intervention models are welcome, especially those adopting interdisciplinary and cross-cultural perspectives.

The aim is to provide a comprehensive understanding of how digital and AI environments interact with developmental processes and educational contexts, highlighting strategies to promote wellbeing and digital literacy.

This Special Issue will be of great interest to psychologists, educators and policymakers committed to fostering healthy and meaningful digital development in adolescence.

Dr. Paolo Bozzato
Dr. Sofia Mastrokoukou
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • adolescence
  • mobile devices
  • social media
  • artificial intelligence (AI)
  • internet use
  • mental health
  • developmental trajectories
  • education and learning
  • digital well-being
  • cyberbullying

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Published Papers (2 papers)

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24 pages, 972 KB  
Article
Emotional Embodiment in the Digital Age: The Digitization of Emotions
by Vincenzo Auriemma
Behav. Sci. 2026, 16(4), 487; https://doi.org/10.3390/bs16040487 - 25 Mar 2026
Viewed by 125
Abstract
The objective of this paper is to propose a sociological and interdisciplinary framework for analyzing the digitization of emotions in adolescence. This contribution aims to promote theoretical reflection and inform educational and political interventions in the digital age, framing adolescents’ digital experiences as [...] Read more.
The objective of this paper is to propose a sociological and interdisciplinary framework for analyzing the digitization of emotions in adolescence. This contribution aims to promote theoretical reflection and inform educational and political interventions in the digital age, framing adolescents’ digital experiences as emotionally embodied and socially integrated processes. These aspects are of paramount importance due to the rapid proliferation of digital technologies and artificial intelligence, which have precipitated a profound transformation in the emotional, relational, and educational experiences of adolescents. The role of digital and AI-based environments in mediating communication is expanding beyond the scope of simple facilitation. These environments are increasingly implicated in the production, modulation, and regulation of emotions, thereby influencing developmental trajectories and identity formation processes. This phenomenon is theorized as a socio-technical process, wherein emotions are embodied, narrated, and governed within digital environments. The article introduces the concept of digital emotional embodiment, drawing on the sociology of emotions, theories of embodiment, and critical perspectives on artificial intelligence. Specifically, the concept refers to the manner in which adolescents experience and express emotions through avatars, images, emojis, algorithmic feedback, and AI-mediated interactions. Therefore, it is imperative to underscore the evolution of empathy, which is progressively configured as a virtualized and datafied process, diverging from the tradition established by Hume and characterized by sympathy. In contemporary processes, shaped by the logic of platforms, recommendation systems, and emotionally reactive technologies, conventional emotional concepts have undergone deconstruction, and digital constructs are undergoing a gradual restructuring. In this context, AI systems do not merely reflect adolescents’ emotions but rather actively contribute to the construction of emotional narratives, influencing emotional regulation, social connection, and future orientation. Digital environments have been shown to encourage emotional expressiveness, experimentation, and inclusivity. Conversely, they have the capacity to encourage emotional standardization, dependency, and forms of affective vulnerability, particularly during a sensitive developmental stage such as adolescence. Full article
(This article belongs to the Special Issue Digital Lives, Developing Minds: Adolescents, Technology and Mental Health)
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17 pages, 1390 KB  
Article
Technology-Based Parenting and Digital Media Use: Adolescents’ Health in a Large, Cross-Sectional Study in Northern Italy
by Verena Barbieri, Giuliano Piccoliori, Adolf Engl, Doris Hager von Strobele-Prainsack and Christian Josef Wiedermann
Behav. Sci. 2026, 16(3), 439; https://doi.org/10.3390/bs16030439 - 17 Mar 2026
Viewed by 132
Abstract
Background: Extended digital media consumption affects the mental and overall health of children and adolescents. The role of technology-based parenting (TBP) in limiting or controlling digital media use in this context is controversial. Methods: A representative sample of 5832 parents of schoolchildren aged [...] Read more.
Background: Extended digital media consumption affects the mental and overall health of children and adolescents. The role of technology-based parenting (TBP) in limiting or controlling digital media use in this context is controversial. Methods: A representative sample of 5832 parents of schoolchildren aged 6 to 17 participated in an anonymous online survey in 2025. Correlation analysis identified simple associations with health-related parameters, and ANOVA models examined the relationship between TBP, digital media use and health-related parameters across children, early adolescents and late adolescents. Results: Digital media use increased with age, whereas TBP peaked at 11 years of age. In children, both variables were positively associated, but for late adolescents, the association was negative. For early adolescents, both factors were related to mental health symptoms. In late adolescents, both factors are related to sleep duration and physical activity. Social support was positively associated with TBP in early adolescents and negatively associated with digital media use in children and late adolescents. ANOVA showed that late adolescents using digital media between 2.5 and 3.5 h a day slept more when controlled by TBP. Conclusion: Children should limit their digital media use. Early adolescents need strong child–parent relationships. Late adolescents can achieve a healthier lifestyle with TBP. Age-specific information campaigns and intervention programs can support families in managing digital media use and promoting well-being. Full article
(This article belongs to the Special Issue Digital Lives, Developing Minds: Adolescents, Technology and Mental Health)
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