Literature has demonstrated the adaptive function of identity and family dynamics toward prevention of behavior problems in adolescence. In this phase, the Internet use becomes a tool necessary for the realization and self-expression, which could become a refuge in which to regulate their own emotional states, eliciting a fragmentation of identity personal. The objective was to investigate influence of dysfunctional family dynamics on the Internet use and school performance. The research involved 100 Italian students (40 males and 60 females) aged between 14 and 20 years (mean =15.99, standard deviation = 1.94). The research lasted for 1 school year. Participants completed an anamnestic questionnaire to measure: age, gender, school performance, and educational level of participants and their parents; the Family Assessment Device; and an ad hoc self-report questionnaire, named “Adolescents and Digital Technologies” to measure: frequency of use of social networks and Internet, type and motivation for the use of social networks, number of people known virtually, mood perceived following their use. Data preliminary show that only the age seems to influence the Internet use; furthermore data show a correlation between social networks and Internet use with a low school performance. Results underlines the presence of a negative correlation between problem solving skills - within family context - and the use of social networks. The regression analysis shows the predictive role of the intra-family communication on Internet use and low level of school performance; these variables are predicted by family emotional involvement too. Family is considered the privileged context on which to intervene to reduce the adolescents’ behavior problems and, above all, to prevent the possible presence of difficulty in management of internalizing symptoms in adolescence.

Monica Pellerone is psychologist and psychotherapist. She has received the title of P.h.d in "Psychology of guidance and psychology of the learning processes". She is associate professor at the “Kore” University of Enna. She is serving as an editorial board member and associate editor of several reputed journals. Prof. Monica Pellerone has carried out research in the field of developmental psychology and education investigating the following research topics: risk and protective factors in pre-adolescence and adolescence; analysis of the cognitive factors, motivational and personality in predicting school and academic success of pre-adolescents and adolescents.