Fig. 1. Different target settings in adolescents when creating a profile in a social network with different status in the class (%)

Fig. 2. Differences in the evaluation of one’s web page in a social network depending on the communicative goal (%)

Fig. 3. Age dynamics of network communication risks (%)

Fig. 4. Evaluation of one’s own emotional state by adolescents with long-term inability to use the social network depending on frequency of using social network (%)

Fig. 5. Experiences of adolescents with long-term inability to use the social network depending on the assessment of their life prospects

Fig. 6. Attitude of adolescents with different self-assessment values of their status in the class to the consequences of using social networks (%)

Table. 1. General distribution and age-related dynamics of student responses to the question of the importance of restrictive regulations of communication in the network (%)

	mean	5th form	7th form	9th form	11th form
Information showing disrespect and disregard for other users and their interests, or point of view	36.1	35.2	37.2	34.7	38.0
personal insults to other users	49.5	53.1	50.6	49.7	40.0
Erotic information from the user's personal life	41.3	37.5	43.1	42.5	42.3
Content of aggressive nature. including unprintable speech and bullying other network users	33.2	32.0	33.4	32.7	36.0
Showing disrespect to religious issues	25.5	23.6	23.7	28.1	27.3
Showing disrespect to national issues	25.6	21.2	24.6	27.5	32.3
Showing disrespect to the state	25.3	26.4	25.6	24.6	23.7
Only the content that contradicts the rules of social network administration	13.2	10.5	11.3	15.6	17.3
only the content that entails legal liability	15.8	10.7	12.9	19.8	23.3
N	2074	571	613	590	300

Table 2. Attitude of adolescents to personal changes that occurred under the influence of the network depending on frequency of using social network (%)

	mean	Less than 1 hr	More than 5 hrs	p≤
I became more confident in real communication with my peers	36.0	33.5	46.7	.0002
I became more popular among my peers	17.6	12.7	25.9	.00001
My circle of communication expanded significantly	37.9	31.5	49.6	.00001
I learned more about majors I take interest in	30.0	30.9	28.5	–
I improved my academic performance	10.0	11.0	11.5	–
I began to feel more mature	18.2	16.4	30.4	.00001
I have acquired new interests	41.7	38.0	47.8	.005
I began to communicate with "virtual" friends than with real ones more often	7.7	4.7	19.6	.00001
Conflicts in my family increased	5.4	4.2	8.5	.003
My academic performance decreased	6.2	6.2	11.5	.002
My interest in current hobbies decreased	4.0	2.6	7.4	–
I became more closed in communicating with classmates and acquaintances	3.7	3.6	7.0	.05
N	2074	645	270

Table 3. Fixing adolescent consequences of network communication depending on attitude to their webpage (%).

	average	reserved	explicit	provocative
I became more popular among my peers	17.2	21.4	38.8	29.3
I began to feel more mature	17.9	22.8	43.7	41.3
I began to communicate with "virtual" friends  than with real ones  more often	7.1	7.9	25.2	23.9
Conflicts in my family increased	5.2	7.3	18.4	21.7
My academic performance decreased	6.4	7.5	15.5	18.5
I became more closed in communicating with classmates and acquaintances	3.5	5.3	13.6	13.0
N	1416	509	103	92

References:

Belinskaya, E.P. (2013) Information socialization of adolescents: the experience of using social networks and psychological well-being. [Psikhologicheskie issledovaniya],  6(3), 5.

Bogacheva, N.V. (2014) Computer games and psychological specifics of the cognitive sphere of gamers. [Vestnik Moskovskogo Universiteta]. Series 14. Psychology, 4, 120–130.

Bogacheva, N.V. (2015) Computer games and the psychological specifics of the gamer cognitive sphere (ending). [Vestnik Moskovskogo Universiteta]. Series 14. Psychology, 1, 94–103.

Brenner, V. (1997) Parameters of Internet Use, abuse, and addiction: The first 90 days of the Internet Usage Survey. Psychological Reports, 80 (3 Pt1), 879–882. doi: 10.2466/pr0.1997.80.3.879

El'konin, D.B. (1989) Selected psychological works. Moscow, Pedagogika.

Erickson, E. (1996) Identity: youth and crisis: Trans. from the English; Society. Moscow, Izdatel’stvo gruppa "Progress".

Görzig, A. (2011) Who bullies and who is bullied online? A study of 9-16 year old internet users in 25 European countries. Retrieved from http://eprints.lse.ac.uk/39601/

Gross, E.F. (2004) Adolescent Internet use: What we expect, what teens report. Applied Developmental Psychology, 25, 633–649. doi: 10.1016/j.appdev.2004.09.005

Kennedy-Souza, B. L. (1998). Internet Addiction Disorder. Interpersonal Computing and Technology: An Electronic Journal for the 21st Century, 6, 1–8.

Koroleva, D.O. (2015) Using social networks in the education and socialization of adolescents: an analytical review of empirical research (international experience). [Psihologicheskaya nauka i obrazovanie], 20(1), 28–37.

Kulikova, T.I., & Maliy, D.V. (2015) The correlation between a passion for computer games and the school performance of younger schoolchildren. Psychology in Russia: State of the Art, 8(3), 124–136.

Laghi, F., Schneider, B.H., Vitoroulis, I. at al. (2013) Knowing when not to use the Internet: Shyness and adolescents’ on-line and off-line interactions with friends. Computers in Human Behavior, 29, 51–57. doi: 10.1016/j.chb.2012.07.015

Livingstone, S., Haddon, L., Görzig, A. & Ólafsson, K. (2011) Risks and safety on the internet: The perspective of European children: Full findings. Retrieved from http://eprints.lse.ac.uk/33731/.

Livingstone, S., Kirwil, L., Ponte, C., & Staksrud, E. (2013) In their own words: what bothers children online? with the EU Kids Online Network. EU Kids Online, London School of Economics & Political Science, London, UK. Retrieved from http://eprints.lse.ac.uk/48357/.

Manago, A.M., Graham, M.B., Greenfield, P.M., & Salimkhan, G. (2008) Self-presentation and gender on MySpace. Journal of Applied Developmental Psychology, 29, 446–458. doi: 10.1016/j.appdev.2008.07.001

 Manzi, C., Coen, S., Regalia, C., Yévenes, A.M., & Vignoles, V.L. (2018) Being in the Social: A cross-cultural and cross-generational study on identity processes related to Facebook use. Computers in Human Behavior, 80, 81–87. Retrieved from https://doi.org/10.1016/j.chb.2017.10.046. doi: 10.1016/j.chb.2017.10.046

Marcinkovskaya, T.D. (2010) Information space as a factor of socialization of modern adolescents. [Mir pikchologii], 3, 90–102.

Marino, C., Gini, G., Vieno, A., & Spada, M.M. (2018) The associations between problematic Facebook use, psychological distress and well-being among adolescents and young adults: A systematic review and meta-analysis. Journal of Affective Disorders, 226, 274–281. doi: 10.1016/j.jad.2017.10.007

Oprea, C., Stan, A. (2012). Adolescents perceptions of online communication. Procedia – Social and Behavioral Sciences, 46, 4089–4091. doi: 10.1016/j.sbspro.2012.06.204

Polivanova, K.N., & Smirnov, I.B. What's in my profile to you: data "VKontakte" as a tool for studying modern interests of adolescents. [Voprosy obrazovaniya], 2. 134–152.

Puchkova, E.B., Sukhovershina Yu.V., & Temnova L.V. (2017) A study of Generation Z’s involvement in virtual reality. Psychology in Russia: State of the Art, 10(4), 134–143.

Sipal, R.F., Karakaya, Y., & Hergul, N. (2011) I am online: What adolescents think about internet and internet use. Procedia – Social and Behavioral Sciences, 30, 2420–2426. doi: 10.1016/j.sbspro.2011.10.473

Sobkin, V.S., & Evstigneeva, Iu.M. (2004) The Adolescent: Virtual and Social Reality. Russian Education and Society, 46(6), 6–100. doi: 10.1080/10609393.2004.11056893

Sobkin, V.S., & Evstigneeva, Iu.M. (2004) The Adolescent: Virtual and Social Reality. Russian Education and Society, 46(7), 3–92. doi: 10.1080/10609393.2004.11056901

Sobkin, V.S. (2017) Adolescent: Inclusion into the Network Interaction and Attitude to Education, in: Communications. Media. Design, 2(2), 99–113.

Sobkin, V.S. (2016) The modern teenager in social networks. [Pedagogika], 8, 61–72.

Sobkin, V.S., & Adamchuk, D.V. (2006) Attitude of the participants in the educational process to information and communication technologies (based on the sociological survey of school administrators, teachers and students in the pilot regions of the ISO project). Moscow, Tsentr sotsiologii obrazovaniya  RAO.

Sobkin, V.S., & Evstigneeva, Yu. M. (2001) Adolescent: Virtuality and Social Reality. On the basis of sociological research. Works on the Sociology of Education. Volume VI. Issue X. Moscow, Tsentr sotsiologii obrazovaniya RAO.

Sobkin, V.S., & Adamchuk, D.V. (2008) Monitoring social consequences of informatization: what has changed in school in the course of three years? Tsentr sotsiologii obrazovaniya RAO.

Sobkin, V.S., & Fedotova, A.V. (2018) Adolescent in social networks: risks and reactions. [Voprosy psikhicheskogo zdorov'ya detey i podrostkov], 1, 47–56.

Soldatova, G.V., Zotova, E.Yu., Chekalina, A.I., & Gostimskaya O.S. (2011) Caught by one network: a socio-psychological study of the views of children and adults about the Internet. Internet Development Fund. Moscow.

Trekels, J., Ward, L.M., & Eggermont, S. (2018) I “like” the way you look: How appearance-focused and overall Facebook use contribute to adolescents' self-sexualization. Computers in Human Behavior, 81, 198–208. doi: 10.1016/j.chb.2017.12.020

Turkle, Sh. (1996) Parallel lives: Working on identity in virtual space. Constructing the self in a mediated world. Inquiries in social construction. Grodin D., Lindlof T.R. (Eds.). Sage Publications, Inc, Thousand Oaks, CA, US, 156–175.

Voiskounsky, A.E. (2010) Internet Addiction in the Context of Positive Psychology. Psychology in Russia: State of the Art, 3, 541–549.

Voiskunsky, A.E. (2004) Actual problems of the psychology of dependence on the Internet. [Psikhologicheskiy zhurnal], 25(1), 90–100.

Vygotsky, L.S. (1984) Pedology of an adolescent. Vol. 4. [Sobranie sochineniy]. Moscow, In 6 Vols.

Young, K. S. (1998). Internet addiction: The emergence of a new clinical disorder. CyberPsychology and Behavior, 3(1), 237–244. doi: 10.1089/cpb.1998.1.237

Zichkina, A.Y. & Belinskaya, E.P. (2000) Self-presentation in virtual communication and identity features of adolescent Internet users. [Obrazovanie i informatsionnaya kul'tura. Sotsiologicheskie aspekty. Trudy po sotsiologii obrazovaniya],  V(VII). Moscow, Tsentr sotsiologii obrazovaniya RAO, 431–460.