ISSN 2079-6617
eISSN 2309-9828
Satisfaction with communication among teenagers and youth during the COVID-19 pandemic

Satisfaction with communication among teenagers and youth during the COVID-19 pandemic

PDF (Rus)

Recieved: 09/30/2022

Accepted: 04/13/2023

Published: 06/17/2023

Keywords: adolescents and youth; real and remote communication distant mediated communication ; the period of the COVID‑19 pandemic; the period of social restrictions ; communication satisfaction

p.: 66–78

DOI: 10.11621/npj.2023.0205

Available online: 17.06.2023

To cite this article:

Baranova, Victoria A. , Dubovskaya Ekaterina M., Savina, Olga O.. Satisfaction with communication among teenagers and youth during the COVID-19 pandemic. // National Psychological Journal 2023. 2. p.66–78. doi: 10.11621/npj.2023.0205

Copied to Clipboard

Issue 2, 2023

Baranova, Victoria A. Lomonosov Moscow State University

Dubovskaya Ekaterina M. Lomonosov Moscow State University

Savina, Olga O. Lomonosov Moscow State University


Background. The study is evoked by the need to clarify the trajectories of the development of communication among adolescents and young people in different periods of the pandemic. 

Objective. The aim is to analyze satisfaction with mediated and real communication in adolescence and youth in a situation of restriction of social contacts. 

Methods. The methods included a questionnaire survey (Google forms) aimed at identifying changes in communication among adolescents during different periods of the pandemic; self-assessment on a 10‑point scale of satisfaction with communication; an associative survey regarding communication during the pandemic; as well as questions that identify changes in leisure activities. The study included a search stage (spring 2020) and the main stage (autumn 2021), in which A. Mehrabian’s affiliation questionnaire was additionally used to identify the motivation for social contacts. 

Sample. Students of secondary schools and students of junior courses of universities took part in the research. The sample included 306 people (average age 15.9 years); male — 34%, female — 66%. 

Results. The study revealed significant differences between retrospective and current assessments of satisfaction with communication in a pandemic situation: the higher level of satisfaction with real communication in autumn 2021 as compared to 2020 (p < 0.001), a significant decrease in satisfaction with remote mediated communication (p < 0.01). It was found that adolescent schoolchildren are more satisfied with communication during the first period of the pandemic, unlike students (p < 0.05). Adolescents who are less in need of close friends and who easily converge with people are more satisfied with real communication. Adolescents with a high desire for acceptance (p < 0.05) and a low fear of rejection are satisfied with real communication. 

Conclusions. In the context of the pandemic, remote communication had a positive meaning — compensating for real social contacts through the strengthening of the trend to use the Internet space for communication and interaction. After quarantine, some teenagers began to appreciate real communication to a greater extent, while others preferred to continue communicating via the Internet, avoiding personal meetings. The results were used in psycho-­corrective work in terms of overcoming the predominant orientation towards virtual contacts and Internet attachment.


Adams, G.R., Berzonsky, M.D., Keating, L. (2006). Psychosocial resources in first-year university students: The role of identity processes and social relationships. Journal of Youth and Adolescence, 35, 671–672.–006–9077‑y 

Andreeva, G.M. (2009). Social Psychology. M.: Aspekt Press. (In Russ.). 

Asmolov, A.G. et al. (2020). Cultural-­historical Activity Psychology in Extreme Situation: the Pandemic Challenge. Discussion.  

Chelovek (Human), 31 (4), 7–40. doi: 10.31857/S023620070010929–8 (In Russ.). 

Baranova, V.A., Dubovskaya, E.M., Savina, O.O. (2020). Educational environment amid COVID‑19 pandemic: new security challenges. Natsional’nyi psikhologicheskii zhurnal (National psychological journal), 3 (39), 57–65. doi: 10.11621/npj.2020.0307 (In Russ.). 

Bovina, I.B., Dvoryanchikov, N.V. (2020). Online and offline beh * avior: two realities or one? Psikhologicheskaya nauka i obrazovanie (Psychological Science and Education), 25 (3), 101–115. doi: 10.17759/pse.2020250309 

Buizza, Ch., Luciano Bazzoli, L., Ghilardi, А. (2022). Changes in College Students Mental Health and Lifestyle During the COVID‑19 Pandemic: A Systematic Review of Longitudinal Studies. Adolescent Research Review, 7, 537–550. 

Bussone, S., Pesca, C., Tambelli, R., Carola, V. (2020). Psychological health issues subsequent to SARS-Cov‑2 restrictive measures: The role of parental bonding and attachment style. Frontiers in Psychiatry, 11, 589444. 

Cameron, J.E. (1999). Social identity and the pursuit of possible selves: Implications for the psychological well-being of university students. Group Dynamics, 3 (3), 179–189.–2699.3.3.179 

Copeland, W.E. et al. (2021). Impact of COVID‑19 Pandemic on College Student Mental Health and Wellness. Journal of the American Academy of Child and Adolescent Psychiatry, 60 (1), 134–141.e2. 

Dun, Y. et al. (2021). The association between prior physical fitness and depression in young adults during the COVID‑19 pandemic — a cross-­sectional, retrospective study. Brain, Cognition and Mental Health, 11 (9), e11091. 

Elmer, T., Mepham, K., Stadtfeld, C. (2020). Students under lockdown: Comparisons of students’ social networks and mental health before and during the COVID‑19 crisis in Switzerland. PLoS ONE, 15, e0236337. 

Enikolopov, S.N. et al. (2020). Dynamics of psychological reactions at the initial stage of the COVID‑19 pandemic. Psychological Newspaper, 12 (2), 108–126. (In Russ.). 

Fruehwirth, J.C., Biswas, S., Perreira, K.M. (2021). The COVID‑19 pandemic and mental health of first-year college students: Examining the effect of COVID‑19 stressors using longitudinal data. PLoS ONE, 16 (3), e0247999. 

Horita, R., Nishio, A., Yamamoto, M. (2021). The effect of remote learning on the mental health of frst year university students in Japan. Psychiatry Research, 295, 113561. 

Iksanova, G.N. (2019). Difficulties in communication of adolescents — a virtual aspect. Pedagogika i psikhologiya obrazovaniya (Pedagogy and Psychology of Education), 5 (1), 86–93. (In Russ.). 

Kardefelt-­Winther, D. (2014). A conceptual and methodological critique of internet addiction research: Towards a model of compensatory internet use. Computers in Human Behavior, 31, 351–354. 

Kerkhof, P., Finkenauer, C., Muusses, L.D. (2011). Relational consequences of compulsive internet use: A longitudinal study among newlyweds. Human Communication Research, 37 (2), 147–173.–2958.2010.01397.x 

Khararbahova, M.A., Musatova, O.A., Shpagina, E.M. (2021). Internet and loneliness of teenagers. Psikhologiya i parvo (Psychology and law), 11 (4), 2–13. doi: 10.17759/psylaw.2021110401 (In Russ.). 

Khlomov, K.D. Bochaver, A.A., Korneev, A.A. (2020). Coping strategies and the educational environment of adolescents. Sotsial’naya psikhologiya i obshchestvo (Social psychology and society), 11 (2), 180–199. doi: 10.17759/sps.2020110211 (In Russ.). 

Kholmogorova, A.B., Avakyan, T.V., Klimenkova, E.N., Malyukova, D.A. (2015). Communication on the Internet and social anxiety in adolescents from different social groups. Konsul’tativnaya psikhologiya i psikhoterapiya (Counseling Psychology and Psychotherapy), 23 (4), 102–129. doi: 10.17759/cpp.2015230407 (In Russ.). 

Li, J., Zhan, D., Zhou, Yu., Gao, X. (2021). Loneliness and problematic mobile phone use among adolescents during the COVID‑19 pandemic: The roles of escape motivation and self-control. Addictive Behaviors, 118, 106857. 

Li, W.W. et al. (2020). Novelty seeking and mental health in Chinese University students before, during, and after the COVID‑19 pandemic lockdown: A longitudinal study. Frontiers in Psychology, 11, 60073911. 

Luyckx, K., Goossens, L., Soenens, B. (2006). A developmental contextual perspective on identity construction in emerging adult‑hood: Change dynamics in commitment formation and commitment evaluation. Developmental Psychology, 42 (2), 366–380. 

Magomed-­Eminov, M. Sh. (1987). Psychodiagnostics of motivation. In A.A. Bodalev, V.V. Stolin (Eds.), General psychodiagnostics (pp. 155–179). M.: Izdatel’stvo Moskovskogo universiteta. (In Russ.). Martsinkovskaya, T.D. (2019). The Person in transitive and Virtual space: new challenges of Modality. Psychology in Russia: State of the Art, 12 (2), 165–176. 

Mudrik, A.V. (2016). Socio-pedagogical problems of socialization. M.: Izd-vo Moskovskogo psihologo-­social’nogo in-ta; Voronezh: MODEK. (In Russ.). 

Rean, A.A., Stavtsev, A.A. (2020). Positive psychological interventions as prevention of school trouble, aggression and bullying. Voprosy obrazovaniya (Questions of Education), 3, 37–59. (In Russ.). 

Rettew, D.C. et al. (2021). Personality trait predictors of adjustment during the COVID pandemic among college students. PLoS ONE, 16 (3), e0248895. 

Richter, D., Riedel-­Heller, S., Zuercher, S. (2021). Mental health problems in the general population during and after the first lock‑ down phase due to the SARS-Cov‑2 pandemic: Rapid review of multi-wave studies. Epidemiology and Psychiatric Sciences, 9 (30), e27. 

Soldatova, G.U., Yarmina, A.N. (2019). Cyberbullying: features, role structure, parent-­child relationships and coping strategies. Natsional’nyi psikhologicheskii zhurnal (National psychological journal), 3 (35), 17–31. doi: 10.11621/npj.2019.0303 

Swickert, R.J., Rosentreter, C.J., Hittner, J.B., Mushrush, J. (2002). Extraversion, social support processes, and stress. Personality and Individual Differences, 32 (5), 877–891.–8869(01)00093–9 

Wilson, O.W.A. et al. (2021). The impact of the COVID‑19 pandemic on US college students’ physical activity and mental health. Journal of Physical Activity and Health, 18 (3), 272–278.–0325 

World Health Organization. (2021). WHO Timeline COVID‑19. (Retrieved from–04– 2020‑who-timeline-­covid‑19) (review date: 30.04.2022). 

Xie, Z. et al. (2022). A PRISMA-Based Systematic Review of Measurements for School Bullying. Adolescent Research Review. (Retrieved from–022–00194–5 (review date: 30.11.2022). 

Zhang, B. et al (2020). The relationships of deteriorating depression and anxiety with longitudinal behavioral changes in Google and Youtube use during COVID‑19: Observational study. JMIR Mental Health, 7 (11), e24012. 

Zhen, R., Liu, R.D., Hong, W., Zhou, X. (2019). How do Interpersonal Relationships Relieve Adolescents’ Problematic Mobile Phone Use? The Roles of Loneliness and Motivation to Use Mobile Phones. International Journal of Environmental Research Public Health, 16 (13), 2286.

To cite this article:

Baranova, Victoria A. , Dubovskaya Ekaterina M., Savina, Olga O.. Satisfaction with communication among teenagers and youth during the COVID-19 pandemic. // National Psychological Journal 2023. 2. p.66–78. doi: 10.11621/npj.2023.0205

Copied to Clipboard