Social Skills and Problematic Internet Use in Adolescents

Abstract

Adolescence is a crucial developmental phase marked by significant physical, emotional, and social changes. During this period, adolescents form their identities, acquire social skills, and develop coping mechanisms for life’s challenges. While the internet offers opportunities for learning and socializing, excessive use can lead to problematic internet use (PIU), impacting academic performance, emotional well-being, and social interactions. This study utilized a quantitative correlational approach to explore
the relationship between social skills and PIU among adolescents. A sample of 126 adolescents aged 12-20 years was surveyed using the Social Skill Scale and the Generalized Problematic Internet Use Scale 2 (GPIUS-2). Data were collected via online forms distributed through social media platforms. Descriptive statistics and Pearson’s product-moment correlation were used for data analysis, conducted with Jamovi statistical software. The results revealed a significant negative correlation (rxy = -0.446, p < 0.05) between social skills and PIU, indicating that adolescents with higher social skills tend to have lower levels of PIU. The findings suggest that effective social skills enable adolescents to interact positively and manage conflicts, thereby reducing their reliance on the internet for social interaction and support. Adolescents with high social skills are more likely to engage in offline social
activities and seek support from friends and family, mitigating the risk of PIU. Enhancing social skills in adolescents can serve as a buffer against PIU by improving the quality of social interactions and reducing internet dependence. Future research should consider longitudinal designs to explore causal relationships and interventions aimed at fostering social skills to mitigate PIU among adolescents.

Keywords: adolescent, problematic internet use, social skills