Journal of adolescence · 2026
Understanding Predictors of Adolescent Well-Being in a Digital Age: A Focus on Digital Skills and Mental Health Literacy.
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Sercu Lies, Nijlen Daniël Van
Аннотация
INTRODUCTION: Adolescent mental health has become a major concern in the post-pandemic context, particularly as young people rely on digital environments for communication, information, and learning. This study investigates how mental well-being relates to mental health literacy and digital skills among adolescents in Flanders, Belgium, focusing on a late adolescent population navigating online ecosystems.
METHODS: A total of 431 Flemish secondary school students participated in an online survey administered during class time in February and March 2025. Participants completed validated, abbreviated scales measuring mental well-being, mental health literacy, and digital skills. Descriptive statistics, correlations, regression analyses, and gender comparative t tests examined associations and demographic differences.
RESULTS: Mental health literacy and digital skills showed positive correlations with adolescent mental well-being and were strongly associated. Results suggest perceived digital competence relates to well-being, but its dominance over mental health literacy likely reflects measurement differences and shared variance rather than a true hierarchy. Gender analyses showed boys reported higher mental well-being and slightly higher digital skills, with no differences in mental health literacy.
CONCLUSIONS: Findings highlight the intertwined roles of digital skills and mental health literacy in shaping adolescent well-being in Belgium. Digital skills emerge as the strongest correlate in the combined model, though effect sizes remain modest. They strengthen adolescents' capacity to access, evaluate, and apply mental health information online. Integrating both literacies into school curricula may support adolescent resilience.
METHODS: A total of 431 Flemish secondary school students participated in an online survey administered during class time in February and March 2025. Participants completed validated, abbreviated scales measuring mental well-being, mental health literacy, and digital skills. Descriptive statistics, correlations, regression analyses, and gender comparative t tests examined associations and demographic differences.
RESULTS: Mental health literacy and digital skills showed positive correlations with adolescent mental well-being and were strongly associated. Results suggest perceived digital competence relates to well-being, but its dominance over mental health literacy likely reflects measurement differences and shared variance rather than a true hierarchy. Gender analyses showed boys reported higher mental well-being and slightly higher digital skills, with no differences in mental health literacy.
CONCLUSIONS: Findings highlight the intertwined roles of digital skills and mental health literacy in shaping adolescent well-being in Belgium. Digital skills emerge as the strongest correlate in the combined model, though effect sizes remain modest. They strengthen adolescents' capacity to access, evaluate, and apply mental health information online. Integrating both literacies into school curricula may support adolescent resilience.