While we enjoy the diverse social opportunities that the internet provides us, we can also see its negative influence on teenagers through internet addiction and undesirable cyberculture. The internationalized nature of the internet will weaken the ethnic consciousness of Han and Mongolian Chinese teenagers in remote areas of China and their identification with their own ethnic cultures. The major objective of this study is how to guide and educate the "Net Generation" to use the internet responsibly for social development, how to establish a harmonious, scientific and healthy internet lifestyle and finally improve the quality of leisure time.

OVERVIEW OF RELEVANT RESEARCHES

Research on the relationship between the internet and teenager socialization was carried out in other countries before it began in China, and a number of influential works have been published since then. Most studies show that the internet has a positive influence on the socialization of teenagers which is reflected in digital behavior, increased pro-activeness, an anti-authoritarian attitude, a globalized outlook and efficiency concept, etc. Works that reflect such research include: "Being Digital" by Nicholas Negroponte (1966), "Growing Up Digital: The Rise of the Net Generation" by Don Tapscott (1999), and "The Cyberculture Reader" which was compiled by David Bell, et al. and brings together 48 articles showing the new achievements of research on the use of the internet in the western world and teenager socialization.

In comparison, China's research in this area commenced relatively late and research achievements can be summarized in the following five aspects: (1) Studies on the overall influence of the internet on teenager socialization are the most common. Many researchers believe the internet is a double-edged sword: on the one hand it offers opportunities and a convenient medium to aid the development of teenagers but on the other hand it can have various negative effects. Refering to the study titled "Influence of the Internet on Teenagers and Their Work in the New Period" carried out by Yang Peng (2002) from Tsinghua University and the study "Conditions and Influence of Internet use by Teenagers" carried out in Beijing, Shanghai, Guangzhou, Chengdu and Changsha by the Social Development Research Center, the Journalism and Communication Institute, and the Media Communication and Teenager Development Research Center of the Chinese Academy of Social Sciences (Wang Yiming: 2005). (2) Research has been carried out on the relationship between the internet and the sense of ethnic identity of teenagers, which shows that in the face of various western cultural products found on the internet, teenagers seem to keep them in the virtual world. "The internet strengthens the consciousness of teenagers turning them into members of the global community while weakening their ethnic consciousness and sense of ethnic identity." (Beijing Daily, 23-10-2000) "Nowadays teenagers are endowed with various internationalized aspects, while using the internet strengthens their consciousness as members of the global community which is beneficial for them to live in the increasingly "integrated" world. However, accompanying the "integration" is a weakened ethnic continuousness and ethnic identity." (3) Research on teenager internet interaction focuses on issues such as internet interaction characteristics, problems arising during internet use and how to guide this interaction. These studies reflect the characteristics of internet interaction: beyond time and space, virtual interaction, being cut-off from society and having no standards. Chen Zhixia (2000) and Ma Qian(2000, 2001) have successively published articles in this area of research. (4) Internet and psychological research into teenagers has discovered that the psychological impact and negative influence of the internet on teenagers is reflected in self emotion, role disappearance and a reduction in self discipline. Based on research, Wang Daxian (2000) and Feng Xiaotian (1999), et al. pointed out that these phenomena exist amongst teenagers and carried out discussions on the relationship between internet dependence and psychological health. (5) One special phenomenon unique to the internet era is teenage internet dating, which shows their lack of knowledge and lack of maturity. Ma Qian and Xue Xiaoyong (2001) carried out detailed analysis of teenage internet dating from both superficial and deep-rooted perspectives.

From relevant research, we can see that domestic research on the internet and teenager socialization has just started and several issues currently exist: (1) insufficient theoretical depth; (2) research methods are simple and articles based on discussions far outweigh the number of articles based on research; (3) research is mainly on the influence of the internet on teenager socialization from a certain aspect and there is no research on the specific influence of the internet on teenager socialization and its influential system from several aspects.

STUDY DESIGN Survey Locations, Subjects, and Sampling Methods

The survey targeted teenagers that are junior middle and senior high school students from Tumed Right Banner and Jiuyuan District in Inner Mongolia who are not fully physiologically and psychologically mature, and are not financially independent. To ensure samples are representative and scientific, samples were drawn respectively from three grades of junior middle and senior high school students. Factors that were taken into consideration include: area, grade and whether or not the school is a key school. In the same area, only the grade and whether or not the school is a key school were taken into consideration. Random sampling in several stages was used for the survey. For Han Chinese students, the junior middle and senior high school sampling framework was obtained from the Education Commission or Education Bureau of the two areas and then two schools (one key school and one normal school) were randomly selected from the school sampling framework for each area, giving a total of four schools. Then two grades (one junior middle school grade and one senior high school grade) were randomly selected from each of the four chosen schools, giving a total of eight grades, and then three classes were selected from each of the eight chosen grades, giving a total of 24 classes. From this, 14 students were randomly selected by student number from each of the 24 chosen classes, giving a total of 336 students. For Mongolian Chinese students, because each area generally only has one large Mongolian high school, the direct survey method was implemented and one grade was selected from the junior middle and senior high school in each area, giving a total of four grades. From this, three classes were selected from each grade, giving a total of 12 classes and then 27 students were randomly selected by student number from the chosen classes, giving a total of 324 students. The basic information of the 660 students sampled is presented in Table 1.

The information collection methods used for the study include the research work reference method and questionnaire method. Surveys were implemented in the two areas between June and November 2007 and 660 copies of the questionnaire were distributed. The surveys covered 336 Han Chinese high school students from 24 classes and 324 Mongolian Chinese students from 12 classes. SPSS13.0 software was used for error checking, statistics and analysis for all questionnaire data. The analysis includes single variable descriptive statistics, double variable interactive categorical statistics and multiple linear regression statistics, etc.

Study Structure and Assumptions

After discussions on the relevant research works, we propose the following study structure to analyze the understanding of teenagers towards the internet, teen behavior on the internet and teen behavior in real life after using the internet, along with the interactive relationship between the three aspects and teen socialization. The study also looks at the degree of correlation between the influence of the internet on teen socialization and their background.

When comparing indicators for the socialization of teenagers that do not use internet, the study further reflects the degree of influence of theinternet on the socialization of Han and Mongolian Chinese teen in remote areas.

People create the internet while the internet reshapes people. The internet and reality interact with each other because the internet provides a "similar to real life" and "not similar to real life" virtual society. The internet's characteristics mean that it is difficult for it to create strict social regulations as in real life and most internet behavior is difficult to keep under the control of the law. For teenagers who are still growing, the internet may have positive and negative effects on their lives. Talcott Parsons's passive socialization theory, and George Herbert Mead and Charles Horton Cooley's self development socialization and ecological theory of development all consider these as interpersonal interaction processes under various social cultural factors, school environments and role behavior models, and the process is a comprehensive and dynamic development process. This relates to a person's whole life and the individual socialization process. Role shaping plays a part in integrating and breaking down the relationship between the individual and society. The conflict of integration and breaking down is the double reflection of the individual's role. Objectivists emphasize social structure and restriction and subjectivists emphasize people's subjectivity, activity and creativity. The two aspects actually exist in the real world. We should neither simply deny them nor consider them opposed to each other. In the process of social practice, these aspects dynamically interact and mutually transform based on people's behavior. Social practice is cyclic and social structure restricts people's social practice, while people create the social structure during their social practice and together they form a continuous and bidirectional cyclical process.

Based on the abovementioned aspects and Anthony Giddens's principle of duality of structure (1998), this study makes the following assumptions:

Assumption 1: Internet addiction has a significant influence on the socialization of Han and Mongolian Chinese teenagers

Assumption 1a: Internet addiction has a significant influence on the moral cognition of Han and Mongolian Chinese teenagers

Assumption 1b: Internet addiction has a significant influence on the values of Han and Mongolian Chinese teenagers

Assumption 1c: Internet addiction has a significant influence on the behavioral tendency of Han and Mongolian Chinese teenagers

Assumption 1d: Internet addiction has a significant influence on the interpersonal communication ability of Han and Mongolian Chinese teenagers

Assumption 2: Against the backdrop of the internet, the Han and Mongolian backgrounds have different influences on the socialization of teenagers.

Basic Variables and Measurement

In this study, the independent variable is internet addiction which is measured based on indicators such as internet information, activities on the internet and internet interaction groups, etc. The dependent variable is teenager socialization which is measured based on indicators such as moral cognition, values, behavioral tendency and interpersonal communication ability. The questionnaire was independently designed by the author and consists of seven parts¹.

1. The questionnaire includes seven parts: (1) basic information on teenagers, including age, gender, school grade and ethnic group, etc. (2) basic information on internet use by teenagers, including location of internet use, how long they use the internet each time, internet use frequency, how much they spend on using the internet, what they do most often on the internet, etc. (3) understanding what teenagers have towards the internet in terms of moral cognition, values, behavioral tendency, interpersonal communication ability and sense of ethnic identity, etc. (4) behavior of teenagers on the internet in terms of moral cognition, values, behavioral tendency, interpersonal communication ability and sense of ethnic identity, etc. (5) behavior of teenagers in real life after using the internet in terms of moral cognition, values, behavioral tendency, interpersonal communication ability and sense of ethnic identity, etc. (6) basic information on teenagers that have not used the internet, including whether or not they are interested in the internet, and the reasons why they have not used the internet. (7) information on Mongolian Chinese teenagers that have and have not used the internet, including their moral cognition, values, behavioral tendency, interpersonal communication ability and sense of ethnic identity and belonging. In order to ensure the questionnaire is valid and feasible, the author carried out two pilot surveys before officially carrying out the survey.

Dependent Variable

The measurement for the dependent variable-teenager socialization-includes four aspects, namely moral cognition, values, behavioral tendency, and interpersonal communication ability.

(1) Moral cognition refers to the process of implementing moral judgment, moral evaluation and moral choice based on generally accepted social ethics and morality. It is a process that puts morality into practice, acts as a benchmark and measurement for judging good and evil, acts as an approach to social control, and also represents a spiritual force for individual self improvement. It basically involves public virtues, professional ethics and family virtues. This study measures moral cognition through the surveyed subject's development in terms of moral ideals, moral beliefs and moral cultivation.

(2) Values refer to concepts that individuals use to see objective things and evaluate their significance or social meaning. They are reflected as a type of value orientation and value pursuit that form certain value goals and they are also reflected as a type of value measurement and evaluation standard that form the conceptual model and framework to judge whether objective things have value and how much their value is. This study uses value orientation, emotional characteristics and ideas in people's minds to measure values. Moral cognition and values are partly related: morality plays a part in controlling, guiding and educating during people's lives and the most important function of values is they are the evaluation standard in people's minds.

(3) Behavioral tendency includes two types: the tendency for offensive behavior and the tendency for prosocial behavior.

(4) Interpersonal communication ability refers to permanent natural traditions that have been formed as a result of individual interaction with other people and social groups. This is an important standard by which to measure the degree of individual socialization. This study measures the interpersonal communication ability of students when they share, cooperate in, publicize and comply with public virtues and resolve conflicts through the process they use to communicate with surrounding people.

Independent Variables

Independent variables in this study include: surveyed personal information, family information, location of internet use, educational background of parents and how long they use the internet each time, etc.

(1) Age is the exact age of the surveyed students in 2007, which according to study was at times directly fed into a regression analysis equation and at other times was divided into three age groups: below 14, 15-17 and above 18, with one or two groups kept as reference categories.

(2) Sex and ethnic group (Han / Mongolian Chinese): are encoded to dummy variables in the regression analysis.

(3) Family class status was first classified as upper class, medium class and low class according to the standards for China's social class classification and evaluation specified by the "Changes of Social Structure of Contemporary China" subject study team at the Chinese Academy of Social Sciences. Then it was adapted based on the actual conditions of China's remote western areas. Social status was measured based on the aspects of people's income, educational background and profession.

Educational background of parents     he questionnaire classifies this into five categories: primary school or below, junior middle school, senior high school or vocational school, college and postgraduate. In the regression analysis, the five categories were merged into three categories: below junior middle school, senior high school or vocational school, and college and above.

Profession of parents    Qiu Liping (2001) elaborated on the standards for classifying social classes. He pointed out that the meaning of profession is not just the evaluation of the prestige of a profession but also the evaluation of social status which includes power, wealth and reputation, and the status of a profession in the social status hierarchical system that consists of professional power, wealth generated by the profession and the social prestige of the profession. In consideration of actual situations, the author adopts the classification standards from Department of Population, Society, and Science and Technology Statistics, National Bureau of Statistics of China to classify professions as manual workers, technical staff, soldiers, policemen, service providers, farmers & herders, health workers, government department officials, the self-employed, teachers, businessmen, those employed in art & literature and sports, bank clerks and others. When producing actual statistics, the profession categories were merged into the following categories according to study requirements: enterprise managers or top level technical staff which includes technical staff, soldiers, policemen, teachers, those employed in art & literature and sports, health workers, government department officials, enterprise owners and bank clerks; common employees or common technical staff which includes manual workers, service providers, farmers & herders, and businessmen; casual labor and the unemployed.

Family financial status    This is comprehensively measured through surveys on the income of parents and consumption by teenagers. The surveyed areas are remote areas with undeveloped economies. Based on local conditions, a family income of RMB 4 000 is classified as high income, RMB 2 000-3 999 as medium income and less than RMB 2 000 as low income. Family financial status was comprehensively measured after information on surveyed teenagers was obtained.

(4) Internet addiction refers to a chronic or cyclically obsessed state due to excessive use of the internet and an irresistible desire to increase internet use. It is also accompanied by phenomena such as a desire to use the internet for longer periods of time, enhanced tolerance and withdrawal symptoms. Enjoyment from using the internet always leads to psychological and physiological dependence.

Internet addiction is measured by assigning scores and then putting the scores into a regression equation. In order to simplify the analysis, the data is divided into 11 types: insufficient use type (the person always feels the time spent on the internet is too short), never satisfied type (the person needs to gradually increase internet use to obtain satisfaction), attached type (when not using the internet, the person always thinks about websites visited and chat sessions on the internet), mood influenced type (when not using the internet, the person is moody and experiences adverse physiological reactions), disturbing study type (sometimes the person's studies are affected by spending time on the internet possibly leading to truancy or dropping out from school), unable to control time type (the person has on many occasions tried to reduce time spent on the internet but failed; instead spending more time than scheduled on the internet each time), abnormal use type (the person hides actual internet use and costs from family and friends), relaxation type (using the internet is the best form of leisure and entertainment), internet interaction type (the person feels happier to make friends on the internet than with other students in real life; the person uses the internet to look for close friends and / or true love; the person feels too much information about himself / herself is given out when interacting on the internet), giving into temptation type (the person can not resist the temptation to use the internet and once the person has started to use the internet he / she finds it difficult to stop), and communication affected type (using the internet has a negative influence on the person's relationship with other classmates).

Analysis of Validity and Reliability

Analysis of the content validity and structural validity of the questionnaire has been carried out according to the characteristics of this study.

Content validity was determined mainly by the experience and the judgment of experts, which is a typical procedure to determine content validity. In order to ensure the validity of the content, the following steps were taken when the questionnaire was compiled: (1) try to ensure key words in the questionnaire have unambiguous definitions; (2) refer to and use successful test items on relevant issues compiled by domestic and international researchers; (3) carry out interviews with teenagers in advance, hold several group discussions and implement several pilot surveys; (4) consult and adopt the opinions of experts. After the above process has been implemented, inappropriate items were deleted or modified and finally the pilot questionnaire "Influence of the Internet on the Socialization of Teenagers" was created. After pilot surveys were carried out and were checked and evaluated once more by experts and the author, it was ensured that the content of the "Influence of the Internet on the Socialization of Teenagers" questionnaire would have a high level of validity.

Structural validity was determined mainly through exploratory factor analysis when the scales were first established to carry out dimension reduction and eliminate those variables with low factor loadings. Before official scales were finalized, confirmatory factor analysis was carried out to maintain factor loadings over 0.35 (validity) and adjustments were made according to the revised index and study theory. Then variables with inappropriate combinations and relatively low factor loadings were adjusted and confirmed and valid scales were finalized.

The reliability of the questionnaire was estimated using the split-half and Cronbach's alpha methods.

The questionnaire adopts the multiple scoring method and is divided into 3-5 level Likert scales, so the internal consistency of split-half scales and the consistency between Cronbach's alpha measured scores for each selected item are the most applicable. It is generally believed that questionnaires with a Cronbach's alpha reliability coefficient of above 0.7 are highly reliable and that questionnaires with a Spearman-Brown reliability coefficient of no less than 0.6 are reliable. Based on these standards, we have carried out reliability analysis of the scales used in this study and have ensured data in line with certain standards is used to analyze the internal consistency of split-half scales and the consistency between Cronbach's alpha measured scores for each selected item. For this questionnaire, Cronbach's alpha reliability coefficient is maintained at above 0.6 and Spearman-Brown reliability coefficient is maintained at no less than 0.7.

RESULT AND ANALYSIS Ethnic Background (Han/Mongolian Chinese) Account for a Small Proportion in the Correlation of the Two Variables that Influence whether or not Teenagers Use the Internet

Suppose using the internet is a rational social behavior that is influenced by the individual characteristics of teenagers, the family, school variables, and some external force (such as China's government policies) influences the decisions of teenagers on whether or not to use the internet. Individual characteristics in this study include sex, ethnic group, age, whether or not the teenager is an only child, school grade, interpersonal relationships, study performance, personality, habits, leisure pursuits, etc. The family variable includes family financial status, educational background of parents, profession of parents, whether or not the family has a computer, parent-child relationship, parental attitudes towards internet use, etc. The school variable refers to whether teenagers go to Han Chinese schools or Mongolian Chinese schools. Before carrying out logistic regression analysis of factors that influence whether or not teenagers use the internet, the correlation between independent variables and dependent variables under theoretical assumptions was analyzed. According to theoretical assumptions, independent variables include individual characteristics, family characteristics, school characteristics and regional characteristics, giving a total of 16 variables, and the dependent variable is "whether or not teenagers use the internet". Given that two pairs of variables: age and grade, educational background of parents and profession of parents, are highly correlated, in order to avoid multiple linear issues, two variables were selected: grade and educational background of parents (the reason for this choice: the difference between junior middle and senior high school students not only reflects their age difference, but also better reflects the characteristics of teenagers during their socialization process in the two stages. The educational background of parents is more significant than the profession of parents). Therefore, 12 independent variables are analyzed in this study.

A contingency table was used to analyze whether or not teenagers use the internet along with 12 independent variables, and likelihood ratio chi-squared values were used to test the correlation between pairs of variables. If the significance is high (p-value < 0.05), the previous assumption that two variables are mutually independent can be rejected. Results show: whether or not teenagers use the internet is significantly correlated with variables such as grade, sex, study performance, family financial status, whether or not the family has a computer, parental attitudes towards internet use and personality; whereas ethnic group, whether or not the teenager is an only child, whether or not the teenager comes from a single parent family and educational background of parents are not significantly correlated with whether or not teenagers use the internet (see Table 2).

The multiple logistic regression analysis of the influence on whether or not teenagers use the internet can estimate the relative risk ratio to the reference group for values of selected variables. According to the results of the analysis of the correlation between each independent variable and the dependent variable, there are eight independent variables in the model: regional characteristics, grade, sex, study, family financial status, whether or not the family has a computer, parental attitudes towards internet use and personality (to simplify the analysis, ordinal variables are considered as categorical variables). Indicator variables are used to represent categorical variables, which can only take a value of 1 or 0, with 1 representing occurrence and 0 representing non-occurrence. The reference group is the first group.

Results show that whether or not teenagers use the internet is correlated with factors such as sex, grade, school performance, whether or not the family has a computer, family financial status, parental attitude and personality; but has little relationship with ethnic group, educational background of parents, and profession of parents (see Table 3).

Internet Addiction has a Significant Influence on Moral Cognition, Values, Behavioral Tendency and the Interpersonal Communication Ability of Han and Mongolian Chinese Teenagers

Firstly the scores for the five aspects of socialization (moral cognition, values, behavioral tendency, and sense of ethnic identity & belonging) of Han and Mongolian Chinese teenagers that are related to their understanding of the internet, behavior on the internet and behavior in real life when they do not use the internet were calculated. The positive and negative direction scoring (positive direction behavior is recorded as 1, 2 and 3 points which represent "agree", "uncertain" and "disagree" respectively; negative direction behavior is recorded as 3, 2 and 1 points which represent "agree", "uncertain" and "disagree" respectively) method is used for scoring statements for the five aspects of socialization in the survey (the highest score for the statement is 3 points and the lowest is 1 point; the mean score is used for estimation; the higher the mean score is, the stronger the negative direction behavior of socialization is and the higher the influence is). Then use descriptive statistics to explain the influence on other people generated by teenagers that use the internet in real life. Finally use relevant statistical methods to test the correlation between the socialized behavior of teenagers that use the internet and factors such as their ethnic group, sex, time spent on the internet, location of internet use, school performance and educational background of parents.

Likert mean score comparison of the influence of the internet on the socialization of Han/Mongolian Chinese teenagers

Through comparison of the influence of the internet on the socialization of Han / Mongolian Chinese teenagers that use and do not use the internet (see Table 4), we can see a mean score for each survey item for teenagers of different ethnic groups that use the internet is generally higher than that for teenagers that do not use the internet. This shows, against the backdrop of the internet, ethnic background has an influence on the socialization of teenagers, but without much difference.

Understanding of Han/Mongolian Chinese teenagers towards the internet directly affects their behavior on the internet

Understanding of Han and Mongolian Chinese teenagers towards the internet has an extremely significant correlation with their behavior on the internet. This shows a correct understanding towards internet standards and internet values will lead teenagers to behave on the internet in accordance with regulations, whereas misunderstanding the internet will probably mislead teenagers instead (see Table 5).

Behavior of Han/Mongolian Chinese teenagers on the internet directly affects their behavior in real life

It was discovered after "behavior of teenagers on the internet" and "behavior of teenagers in real life after using the internet" were analyzed, that except for "behavioral tendency, " the other three items were significantly correlated with each other (see Table 6). This shows that the behavior of Han and Mongolian Chinese teenagers on the internet is consistent with their behavior in real life and the internet is a virtual living space, so behavior on the internet always turns into behavior in real life. We have often heard news about some youngsters being uncontrollably obsessed with the internet. They mistakenly consider the internet as real life and mix the virtual world with reality.

Influence of teenagers that use the internet on other people in real life

The study produces five indicators in order to discover whether or not Han and Mongolian Chinese teenagers that use the internet have an influence on other people in real life. In terms of parental attitudes towards internet use by teenagers, statistical data shows about 1/3 of parents have changed their attitude.

In terms of cyber net learning channels for parents, in the opinion of Han Chinese teenagers, the "proportions of cyber knowledge learned from children, friends and colleagues at work" are: 33.6%, 15.6% and 10.4% respectively. In the opinion of Mongolian Chinese teenagers, the "proportions of cyber knowledge learned from children, friends and colleagues at work" are: 22.6%, 16.3% and 8.8% respectively. These proportions show that children with cyber knowledge have an important influence on their parents.

70.9% of the surveyed Han Chinese teenagers and 79.4% of the surveyed Mongolian Chinese teenagers agree that they "teach their parents". 77.7% of the surveyed Han Chinese teenagers and 67.4% of the surveyed Mongolian Chinese teenagers agree that "1/3 of the cyber knowledge gained by parents comes from children". 29% of the surveyed Han Chinese teenagers and 37.7% of the surveyed Mongolian Chinese teenagers agree that "parents become excited and make comments when they are told interesting stories". The above data clearly shows that teenagers who use the internet have an important influence on other people in reality.

Correlation between the behavior of teenagers on the internet and their backgrounds

The socialization characteristics of teenagers that use the internet are mostly correlated with their gender and the time they spend on the internet. Some behavior on the internet is significantly correlated with factors such as school performance, whether or not they come from single parent families and their ethnic background (E² is used to reduce error terms) (see Table 7).

Results show that as rational social behavior, using the internet is restricted by the personal characteristics of teenagers, their family and their school. Their behavior on the internet has an extremely significant positive correlation with the time spent on the internet and gender. Teenage gender significantly correlated with the moral cognition and values of teenagers that reflect the socialization of teenagers and has little correlation with their behavioral tendencies or sense of ethnic identity.

After correlation analysis of the understanding of teenagers towards the internet, behavior on the internet, behavior in real life and the influence of teenagers that use the internet on other people in real life, it has been discovered that: (1) the understanding of teenagers towards the internet directly affects their behavior on the internet; (2) the behavior of teenagers on the internet directly affects their behavior in real life; (3) teenagers that use the internet have an influence on other people in real life; (4) such behavior is closely correlated to the background of teenagers and it is a cyclical process of socialization, and the representation during the process remains consistent. These aspects show that the internet is a virtual living space and behavior on the internet will turn into behavior in real life, which will have an influence on other people in real life. Based on the discovery and inspiration from the aforementioned works, the author has proposed a new theory of socialization.

In the author's opinion, human socialization enables people's roles to be successfully shaped through social influences, individual internalization under different ecological environments, during the interaction of individuals and society, the process of socialization is a process of bidirectional and dynamic practices.

Analysis of the differences between the socialization of teenagers that use and do not use the internet with different ethnic backgrounds

This is achieved through using Likert scales to compare the behavior of Han and Mongolian Chinese teenagers in real life that use the internet and the behavior of teenagers in real life that do not use the internet.

The survey statements that measure the dependent variable (the socialization of teenagers) are classified into five aspects: moral cognition, values, behavioral tendency, interpersonal communication ability and sense of ethnic identity and belonging. The positive and negative direction scoring method is used for scoring statements (see Table 4 for scoring method and Table 8 for results).

After comparing the influence of ethnic backgrounds on the socialization of teenagers that use and do not use the internet, the following conclusions have been made:

Firstly, a mean score for each item for teenagers of different ethnic groups that use the internet is generally higher than that for teenagers that do not use the internet. This shows against the backdrop of the internet, that ethnic background has a significant influence on the socialization of teenagers. The higher the mean score is, the stronger the negative direction behavior of socialization is and the higher the influence is.

Secondly, except for the mean score for "sense of ethnic identity and belonging" of Han Chinese teenagers that use the internet, which is 2.07 points, mean scores for all other items are no higher than the median score which is 2 points. This shows that against the backdrop of the internet, the variable-ethnic background has an influence on the socialization of teenagers, but does not have widespread adverse effects.

In terms of moral cognition, the influence of the internet on the moral cognition of Han Chinese teenagers is 0.12 points, which is better than the 0.13 points for Mongolian Chinese teenagers. The mean scores for moral cognition of Han and Mongolian Chinese teenagers are between 1.47-1.63, which are lower than the median score. Analysis of the survey statements to measure this aspect shows that against the backdrop of the internet, phenomena linked to teenagers of different ethnic groups in real life such as making rude remarks, telling lies and rolling eyes, etc. is not common.

In terms of values, the influence of the internet on the values of Mongolian Chinese teenagers is 0.06 points, which is better than the 0.15 points for Han Chinese teenagers, with a difference of 0.09 points. This shows that against the backdrop of the internet, ethnic background (Han / Mongolian Chinese) has an influence on the values of teenagers. Analysis of the survey statements to measure this aspect shows that teenagers of different ethnic groups do not follow all high technology related trends and can rationally cope with controversial or harmful content on the internet.

In terms of behavioral tendency, the influence of the internet on the behavioral tendency of Mongolian Chinese teenagers is 0.10 points, which is better than the 0.12 points for Han Chinese teenagers, with a difference of 0.02 points. This shows that against the backdrop of the internet, ethnic background (Han/Mongolian Chinese) has different influences on the behavioral tendency of teenagers, but is not significant. The mean scores for the behavioral tendency of Han and Mongolian Chinese teenagers are between 1.72-1.85, which are lower than the median score of 2 points. Analysis of the survey statements to measure this aspect shows that generally the ethnic background variable did not have an effect on the increase in offensive behavior by teenagers due to internet use.

In terms of interpersonal communication ability, the influence of the internet on the interpersonal communication ability of Han Chinese teenagers is -0.06 points, which is better than the 0.02 points for Mongolian Chinese teenagers, with a difference of -0.08 points. This shows that against the backdrop of the internet, ethnic background (Han/Mongolian Chinese) has a significantly different influence on the interpersonal communication ability of teenagers. From the perspective of influential direction, Han Chinese teenagers show positive socialization behavior, which signifies that internet use helps them to improve their communication skills. Mongolian Chinese teenagers show negative socialization behavior.

In terms of the sense of ethnic identity and belonging, the influence of the internet on the sense of ethnic identity and belonging of Mongolian Chinese teenagers is 0.04 points, which is better than the 0.08 points for Han Chinese teenagers, with a difference of 0.04 points. This shows that against the backdrop of the internet, ethnic background (Han / Mongolian Chinese) has a significantly different influence on the sense of ethnic identity and belonging for teenagers. The mean scores for the sense of ethnic identity and belonging of Han and Mongolian Chinese teenagers are between 1.86-1.99, which are lower than the median score of 2 points (except for the mean score for the sense of ethnic identity and belonging of Han Chinese teenagers that use the internet, which is 2.07 points). Analysis of the survey statements to measure this aspect shows that in terms of the sense of ethnic identity and belonging, using the internet has a negative influence on Han Chinese teenagers and generally has a positive influence on Mongolian Chinese teenagers. One possible explanation for this is that the internet crosses the boundaries of time and space; with the influence of powerful Han culture and internet globalization, the values of Mongolian Chinese teenagers that are obsessed with the internet have evidently changed; while broadening their minds, ethnic boundaries have become blurred and the differences in the influence on the socialization of Han and Mongolian Chinese teenagers has been shortened.

Internet addiction has a significant influence on the socialization of teenagers of different ethnic groups (Han/Mongolian Chinese)

In order to discover the influence of internet addiction on the moral cognition, values, behavioral tendency and interpersonal communication ability of teenagers and further use internet addiction to predict changes in the socialization of teenagers, the study has carried out regression analysis of the influence of internet addiction on the moral cognition, values, behavioral tendency and interpersonal communication ability of teenagers.

The independent variable is internet addiction which includes several variables. When put into a regression equation, categorical and ordinal variables were virtualized and research indicators were comprehensively processed. The dependent variable is the socialization of teenagers (moral cognition, values, behavioral tendency and interpersonal communication ability). Likert scales were used for the dependent variable and results were put directly into the regression equation.

After testing model 1 in Table 9, the analysis of variance shows F =12.997, and the model fits the data when the p-value < 0.001. The five variables in the regression analysis together explain 21.8% of the moral cognition of teenagers, and the t-test for partial regression coefficients shows significance (with p-value < 0.01 for one variable and p-value < 0.05 for three variables). This shows the moral cognition of teenagers is influenced by internet addiction, and internet addiction and the moral cognition of teenagers have a strong linear correlation, and the result is significant. Meanwhile, based on comprehensive analysis, the independence of independent variables is confirmed. Therefore, we can accept assumption 1a: internet addiction has a significant influence on the moral cognition of Han and Mongolian Chinese teenagers. This indicates internet use has an influence on the moral behavior of teenagers such as making rude remarks, telling lies and rolling eyes, etc. have been seen in real life due to internet use, but are not widespread.

After testing model 2 in Table 9, the analysis of variance shows F =7.108, and the model fits the data when the p-value < 0.001. The two variables in the regression analysis together explain 12.8% of the values of teenagers, and the t-test for partial regression coefficients shows significance (with p-value < 0.05 for one variable and p-value < 0.01 for the other variable). This shows the values of teenagers are influenced by internet addiction, it and the values of teenagers have a strong linear correlation, and in general the result shows significance (due to comparatively insufficient data). Meanwhile, based on comprehensive analysis, the independence of independent variables is confirmed. Therefore, we can accept assumption 1b: internet addiction has a significant influence on the values of Han and Mongolian Chinese teenagers, but the influence is not universal for all teenagers. Statistical data shows teenagers did not follow all high-tech behavior trends, instead, they have basic values about what is right and wrong and they generally keep pace with political developments.

After testing model 3 in Table 9, the analysis of variance shows F = 5.822, and the model fits the data when the p-value < 0.001. The three variables in the regression analysis together explain 13.5% of the behavioral tendency of teenagers, and the t-test for partial regression coefficients shows significance (with p-value < 0.05 for the three variables). This shows the behavioral tendency of teenagers is influenced by internet addiction, it and the behavioral tendency of teenagers have a strong linear correlation, and the result is significant. Meanwhile, based on comprehensive analysis, the independence of independent variables is confirmed. Therefore, we can accept assumption 1c: internet addiction has a significant influence on the behavioral tendency of Han and Mongolian Chinese teenagers.

After testing model 4 in Table 9, the analysis of variance shows F=10.99, and the model fits the data when the p-value < 0.001. The two variables in the regression analysis together explain 14.3% of the interpersonal communication ability of teenagers, and the t-test for partial regression coefficients is significant (with p-value < 0.05 for one variable and p-value < 0.001 for the other variable). This shows the interpersonal communication ability of teenagers is influenced by internet addiction, and it and the interpersonal communication ability of teenagers have a strong linear correlation, and the result is significant. Meanwhile, based on comprehensive analysis, the independence of independent variables is confirmed. Therefore, we can accept assumption 1d: internet addiction has a significant influence on the interpersonal communication skills of Han and Mongolian Chinese teenagers.

Variance and Regression Analysis of the Influence of Ethnic Backgrounds (Han / Mongolian Chinese) on the Socialization of Teenagers against the Backdrop of the Internet

The analysis of variance on ethnic background (Table 10) shows F =0.189 and sig =0.189. The model does not quite fit the data.

Regression analysis on the influence of ethnic background on the socialization of teenagers shows (Table 11): the two ethnic background variables in the regression analysis together explain 0.4% of the socialization of teenagers, and the t-test for partial regression coefficients does not show any significance. This shows that against the backdrop of the internet, ethnic background and the socialization of teenagers have no linear correlation, and ethnic background does not have an influence on the socialization of teenagers. Therefore, we can reject assumption 2: against the backdrop of the internet, the Han and Mongolian backgrounds have different influences on the socialization of teenagers.

CONCLUSIONS

The following conclusions have been made from the above analysis:

Firstly, in general, the internet has a significant influence on the socialization of teenagers, but with no widespread adverse effects. Existing research shows most researchers believe the internet has a negative influence on teenagers. However, surveys used in this paper show that the socialization of teenagers that commonly use the internet is generally quite good. The internet has a significant influence on the socialization of teenagers, but no widespread adverse effects, and there is no significant difference in its influence on Han and Mongolian Chinese teenagers. Therefore, the internet shortens the distance between Han and Mongolian Chinese teenagers, which helps to promote compatability between ethnic groups.

Secondly, the internet integrates the cultural choice and identity of Han and Mongolian Chinese teenagers and the powerful cyberculture weakens the ethnic consciousness of teenagers that use the internet, which highlights the theme of harmony. This study shows there is a small difference between the influence of the internet on Han and Mongolian Chinese teenagers. The internet crosses the boundaries of time and space. When more and more teenagers communicate on the internet, internet globalization will inevitably change their thought process and values. Teenagers that are obsessed with the internet become more open minded and cooperate with each other, while national and ethnic boundaries become blurred.

Thirdly, this study shows that the internet has no widespread influence on the socialization of Han and Mongolian Chinese teenagers. However, it can be predicted that as teenagers continue to use the internet, the influence of the internet on their socialization will continue to increase.

Fourthly, the influence of the internet on the socialization of Han and Mongolian Chinese teenagers may be shown in different ways due to different gender, age, family income and levels of education, etc.

The study shows that compared to female students, it is easier for male students to receive undesirable information from the internet and they are more likely to behave in an offensive or aggressive manner. An advanced educational background of parents and harmonious family life may enable teenagers to spend less time on the internet and even if they use it, they may not easily be affected by undesirable information. The level of education received by teenagers directly affects their ability to absorb and distinguish between undesirable and desirable information. Teenagers that have received a high level of education are better equipped to resist the negative influences of the internet and can utilize the internet for improved learning. Teenagers that have received a low level of education may get overwhelmed by too much information that can be found on the internet and, they may easily find information that could be harmful towards their social development.

Parents and school teachers have certain misunderstandings about the internet and how teenagers should use it. They may not see the development of the internet as something good. People need to understand that the solution lies not in abolishing the internet, but in understanding how to use it and guiding teenagers towards healthy social development. In addition, many often attribute the reason for problems faced by teenagers on the internet and may not realize that it is just one factor that affects teenagers as they mature. This shows that people still have some misunderstandings of the internet and how to use it properly.