Maartje Boer

THE COURSE OF PROBLEMATIC SMU 217 7 trajectories of problematic SMU supports the proposition that problematic SMU and SMU frequency should be considered as different dimensions related to SMU (Boer, Van den Eijnden, et al., 2020). This finding is in line with large-scale and case studies on gaming, which show that excessive gaming does not necessarily imply problematic gaming (Griffiths, 2010; Király, Tóth, et al., 2017). Furthermore, the finding that the subgroup with persistently low levels of problematic SMU and variably high SMU frequency had the most members informs parents, teachers, and policymakers who are concerned about adolescents’ SMU that it is rather normative that adolescents display high SMU frequency and that this does not necessarily imply experiencing problematic SMU. Thus, rather than problematizing high SMU frequency, it is important to recognize that it is often common behavior for today's adolescents instead of a risk factor for problematic SMU. The two subgroups with relatively high levels of problematic SMU showed different profiles. In one subgroup, adolescents reported high levels of SMU frequency, were more often female, more often followed pre-vocational education, and reported low subjective wellbeing and self- control, which is in line with previously found predictors of problematic SMU (Bányai et al., 2017; Mérelle et al., 2017). The profile of the other subgroup was less typical, because adolescents in this group showed average levels of SMU frequency. This latter group also showed lower subjective wellbeing, but in addition, reported poorer social competencies. One possible explanation for the finding that adolescents with poor social competencies and high levels of problematic SMU reported average SMU frequency may be a mismatch between their desired and actual social network size. Due to their lack of social competencies, they may not have the social network they desire. Consequently, they may become preoccupied with the social media activities of others, without having the desired social network to actively interact with online. Overall, these findings confirm that psychosocial vulnerabilities, including poor subjective wellbeing, low self-control, and low social competence, are linked to problematic SMU (Caplan, 2003; Davis, 2001; Mérelle et al., 2017), but they also extend the literature in two ways. First, these characteristics increase the risk of experiencing persistently higher levels of problematic SMU during early and middle adolescence, which implies that vulnerable adolescents face prolonged sensitivity to problematic SMU