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Relatively common behavioral patterns in adolescence are problematic use of video games (PG), social media (PSMU) or alcohol (PAU). According to theoretical models, personality traits are relevant for Internet-related problematic behaviors. In the present study, associations of the Big Five personality domains and their 15 facets with PG, PSMU and PAU were compared for the first time. Therefore, 492 adolescents (mean age: 16.83 years) were examined with the established Big Five Inventory-2 as well as other standardized questionnaires on PG, PSMU and PAU. For statistical evaluation, correlation analyses were used as bivariate procedures and multiple regression analyses as multivariable procedures. At the personality domain level, consistently in bivariate and multivariate analyses, statistically significant associations between higher Negative Emotionality (Neuroticism) and PG, PSMU and PAU as well as between lower Open-Mindedness and PG and PAU were observed. At the level of facets, higher Anxiety (facet of Negative Emotionality) was related to PG and PSMU as well as lower Aesthetic Sensitivity (facet of Open-Mindedness) and lower Productiveness (facet of Conscientiousness) to PG. Considering the overlap of 95% confidence intervals, very comparable patterns of associations between PG, PSMU and PAU and the Big Five and their facets were observed in adolescence (indicating similarities in etiology).

<b><i>Introduction:</i></b> According to current concepts of developmental tasks, both the use of digital media and the consumption of psychotropic substances are age-typical challenges for adolescents. The majority overcomes these developmental tasks, but a substantial proportion of youth develops problematic usage patterns (e.g., of video games) or problematic consumption behavior (e.g., of alcohol). Empirical findings show the importance of family aspects for these problematic behavior patterns. Currently, it is not clear which specific areas of parent-child relationship are associated in each case and whether there are differences between substance-related and substance-unrelated problematic behavioral patterns. <b><i>Methods:</i></b> We surveyed 480 adolescents (45.2% females, mean age = 16.84 years) with standardized instruments regarding the mother-child relationship as well as problematic gaming, problematic social media use, and problematic alcohol use. We conducted correlation and multiple linear regression analyses (separately for problematic gaming, problematic social media use, and problematic alcohol use) as well as a multivariate multiple regression analysis. <b><i>Results:</i></b> In the regression analyses, more conflicts with the mother were related to all three behavioral patterns. However, lower cohesion was only statistically significantly associated with problematic alcohol use, but not with problematic gaming and problematic social media use, whereas lower autonomy and more frequent punishment of the child were statistically significantly related to problematic gaming and problematic social media use, but not to problematic alcohol use. <b><i>Discussion/Conclusion:</i></b> The findings indicate partially different relational dynamics for substance-related and substance-unrelated problem behaviors (interestingly, for cohesion and autonomy, the 95% confidence intervals of the standardized regression coefficients were not overlapping). The results of the present study could be used in family-based prevention approaches or in treatments in the clinical setting.

Die häusliche und schulische Lernumgebung von Heranwachsenden ist heute durch digitale Medien (mit-)geprägt. Gegenstand des Beitrags ist die Bearbeitung von Hausaufgaben und die Rolle, welche digitale Medien hierbei spielen. Ein Schwerpunkt liegt in diesem Kontext auf der Nutzung mobiler Instant-Messaging-Angebote – insbesondere spezieller Gruppenchats von Schulklassen, also Klassenchats. Die Autorinnen und Autoren betrachten das Verhältnis zwischen Schule, Familie und digitalen Medien und diskutieren hierfür Zwischenergebnisse aus drei laufenden Forschungsprojekten. Projekt (1) bearbeitet die Frage nach Gelingensbedingungen für eine anregungsreiche, kompetenz- und kindorientierte Gestaltung der digitalen häuslichen Lernumwelt. Inwiefern Klassenchats von Schülerinnen und Schülern eingesetzt werden, um Heteronomie zu bewahren bzw. Autonomie zu gewinnen, steht im Fokus von Projekt (2). Projekt (3) betrachtet Medienhandeln im Umfeld häuslicher Lernaktivitäten und stellt unterschiedliche Rekonstruktionen der Herstellung von Selbst- und Weltverhältnissen als Medienbildung mit Hardware, Repräsentationen sowie Lehr-/Lernmitteln vor. Alle drei Projekte betrachten die Mediennutzung von Kindern und Jugendlichen mit Blick auf Optimierungsprozesse aus unterschiedlichen Blickwinkeln. Vor allem der Erwerb von Informations- und Recherchekompetenz definiert die Rolle von Alltagsmedien im Lernalltag neu.

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