Research examining the development of online addictions has grown greatly over the last decade with many studies suggesting both risk factors and protective factors. In an attempt to integrate the theories of attachment and identity formation, the present study investigated the extent to which identity styles and attachment orientations account for three types of online addiction (i.e., internet addiction, online gaming addiction, and social media addiction). The sample comprised 712 Italian students (381 males and 331 females) recruited from schools and universities who completed an offline self-report questionnaire. The findings showed that addictions to the internet, online gaming, and social media were interrelated and were predicted by common underlying risk and protective factors. Among identity styles, ‘informational’ and ‘diffuse-avoidant’ styles were risk factors, whereas ‘normative’ style was a protective factor. Among attachment dimensions, the ‘secure’ attachment orientation negatively predicted the three online addictions, and a different pattern of causal relationships were observed between the styles underlying ‘anxious’ and ‘avoidant’ attachment orientations. Hierarchical multiple regressions demonstrated that identity styles explained between 21.2 and 30% of the variance in online addictions, whereas attachment styles incrementally explained between 9.2 and 14% of the variance in the scores on the three addiction scales. These findings highlight the important role played by identity formation in the development of online addictions.

Background and aims: Past research on the associations between psychopathological symptoms and technological-based addictions, i.e., Internet Gaming Disorder (IGD) and Social Media Addiction (SMA), showed contradictory results in adolescents and adult populations. The present study investigated correlations between adolescents’ psychopathological risks and impulsivity, IGD and SMA. Methods: A sample of 656 participants (338 males; M_age = 16.32 years) was divided into three age groups (early, mid-, and late adolescence) and completed a battery of scales comprising the (i) Internet Gaming Disorder Scale–Short Form, (ii) Bergen Social Media Addiction Scale, (iii) Barratt Impulsiveness Scale for Adolescents, and (iv) Symptom Checklist-90-R. Results: The significance of the correlations was not corroborated in the basic tables. Significant associations appeared only in the adolescent subgroups, sometimes for bivariate and sometimes for partial correlations and with different patterns of associations between males and females. Moreover, both technological addictions were correlated with impulsiveness in bivariate and partial correlations. Discussion and conclusions: Following a developmentally-oriented approach to determine the patterns of associations between technological behavioral addictions and psychopathology in the specific sub-phases of early-, mid- and late-adolescence, this exploratory research showed how these associations might change depending on the developmental phase and gender of the individual. Future research is needed to provide empirical evidence of specific emotional–psychopathological correlations.

Generally considered as a prevalent occurrence in academic settings, procrastination was analyzed in association with constructs such as self-efficacy, self-esteem, anxiety, stress, and fear of failure. This study investigated the role played by self-regulated learning strategies in predicting procrastination among university students. To this purpose, the relationships of procrastination with cognitive and metacognitive learning strategies and time management were explored in the entire sample, as well as in male and female groups. Gender differences were taken into account due to the mixed results that emerged in previous studies. This cross-sectional study involved 450 university students (M = 230; F = 220; Mage = 21.08, DS = 3.25) who completed a self-reported questionnaire including a sociodemographic section, the Tuckman Procrastination Scale, the Time Management Scale, and the Metacognitive Self-Regulation and Critical Thinking Scales. Descriptive and inferential analyses were applied to the data. The main findings indicated that temporal and metacognitive components play an important role in students’ academic achievement and that, compared to females, males procrastinate more due to poor time management skills and metacognitive strategies. Practical implications were suggested to help students to overcome their dilatory behavior.

Research on selfie-related behavior has recently flourished. The present study expands theoretical and empirical work on phenomenon by assessing the psychometric properties of the Selfitis Behavior Scale among an Italian sample and by examining its unexplored mediating role in the relationships between dark triad traits and social media addiction. A total of 490 participants (53.1% females) completed a self-report survey including socio-demographics, the Selfitis Behavior Scale (SBS), the Short Dark Triad Scale (SD3), and the Bergen Social Media Addiction Scale (BSMAS). Results showed the SBS had a five-factor structure with good psychometrics properties in terms of reliability coefficients and measurement invariance across gender. In addition, findings from the path model supported the mediating role of selfitis behavior in the relationships of narcissism and psychopathy with social media addiction. Machiavellianism was found to be unrelated to selfitis behavior and social media addiction. The model shed light into the previous inconsistent findings on the associations between dark triad traits and social media addiction by taking into account the key role of selfitis behavior as an underlying mechanism. The findings may explain individual differences in personality traits associated with co-dependence (i.e., the combination of the dependence on self and others and social media addiction).