Psychology of Reading in a Digital Environment: Adolescents’ Perceptions of Hypertext and Screen Reading

Abstract

Abstract

Background. The dynamic development of information technologies changes not only the reading practices of adolescents, but also their mental representations of text in the digital environment, including perceptions of the text purpose and functions, as well as information processing strategies. Psychological research into these representations, particularly the understanding of hypertext as a foundational component of the Internet space, is essential for the development of digital literacy in adolescents.

Objectives. This study aims to identify and analyze the views of 7th and 8th grade students regarding screen reading and the specific characteristics of their hypertext perception.

Study Participants. 1,845 schoolchildren educating in the 7th and 8th grade in various Russian regions (57.6% girls). Respondents were aged 13–15 years (M = 14.0; SD = 0.74).

Methods. The study used a survey design employing the authors' original online questionnaire "Screen Reading: Hypertext". Data analysis was performed by means of descriptive statistics, the Mann — Whitney U test, and Pearson's chi-square test. Effect sizes were estimated using rank-biserial correlation and Cramer's V.

Results. A comparison of data from 2020 and 2025 indicates that the mixed nature of reading practices among 7th and 8th graders persists, with a smooth trend toward a gradual decline in the dominance of the print format (p < 0.001). A discrepancy is revealed between the high digital activity and low theoretical awareness of the students: according to the 2025 survey results, 93.1% of respondents spend at least one hour a day online (including 57.3% who are online from 3 to 6 or more hours daily), yet only 41.9% of them demonstrate an intermediate-to-advanced grasp of the "hypertext" concept. The majority are either unfamiliar with the term or use it without comprehension, despite evaluating their Internet skills as confident.

Conclusions. The findings confirm the necessity of developing adolescents' digital literacy, with a focus on fostering the metacognitive skills crucial for working with hypertext. Psychologically oriented interventions (teaching navigation strategies and comprehension of non-linear texts) can increase awareness when using electronic resources and reduce the risks of superficial information processing in the digital environment.

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