Beyond Screen Time: Exploring the Associations between Types of Smartphone Use Content and Adolescents’ Social Relationships

Huang, Shunsen; Lai, Xiaoxiong; Zhao, Xinmei; Dai, Xinran; Yao, Yuan‐Wei; Zhang, Cai; Wang, Yun

doi:10.3390/ijerph19158940

Cited by 11 publications

(4 citation statements)

References 59 publications

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“…However, increasing researchers argued that researchers should not only focus on screen time when exploring the health impact of the use of electronic devices for adolescents ( 53 , 54 ). Huang et al explored the associations of smartphone use with adolescents' social relationships in a large dataset, and found that their association relied on the various types of content during smartphone use ( 55 ). In this study, we also focused on the different dimensions of smartphone use to determine the association with BP.…”

Section: Discussionmentioning

confidence: 99%

The associations between problematic smartphone use and blood pressure among 2,573 aged 9–17 years students in Shanghai, China

Lan

et al. 2022

Front. Public Health

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ObjectivesThis study aimed to (1) examine the cross-sectional association between problematic smartphone use (PSU) and blood pressure (BP) in children and adolescents and (2) determine whether the association between PSU and BP differs by the grade of students.MethodsWe recruited a total of 2,573 participants from 14 schools in Shanghai by a two-stage sampling method. We derived BP data from the participant's most recent medical examination data, including systolic blood pressure (SBP) and diastolic blood pressure (DBP). We measured PSU by a modified PSU Classification Scale. We also assessed demographic characteristics, body mass index, behavioral variables, and physiological characteristics.ResultsHigh school students had higher BP and PSU scores than primary and middle school students. PSU on the dimension of information collection was associated positively with both SBP and DBP among primary and middle school students, with the β (95% CI) values of 0.282 (0.018, 0.546) and 0.229 (0.031, 0.427). Meanwhile, the dimension of the relationship of social network was associated positively with SBP among primary and middle school students, with a β (95% CI) value of 0.390 (0.062, 0.717). PSU on the dimension of information collection was positively associated with the development of high BP, with a OR (95% CI) value of 1.072 (1.011, 1.137) among primary and middle school students.ConclusionsPSU might be a potential correlate of high BP among school-age children and adolescents. The associations between PSU and BP differed by the grade of students as well as according to the four dimensions of PSU.

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Section: Discussionmentioning

confidence: 99%

The associations between problematic smartphone use and blood pressure among 2,573 aged 9–17 years students in Shanghai, China

Lan

et al. 2022

Front. Public Health

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“…Technologies such as smartphones and AI provide various platforms for people to satisfy their entertainment and information-seeking motivations, such as searching for information, listening to music, and playing games. 14,55,70,71 When faced with emotional problems, adolescents tend to motivate themselves to entertain or relax, offsetting negative emotions by using smartphones or social media. 72 However, using technology for entertainment (eg, playing games) carries the risk of becoming addicted to technology use.…”

Section: Ai Entertainment Motivation and Ai Instrumental Motivationmentioning

confidence: 99%

AI Technology panic—is AI Dependence Bad for Mental Health? A Cross-Lagged Panel Model and the Mediating Roles of Motivations for AI Use Among Adolescents

Huang,

Lai,

et al. 2024

PRBM

Self Cite

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Background:The emergence of new technologies, such as artificial intelligence (AI), may manifest as technology panic in some people, including adolescents who may be particularly vulnerable to new technologies (the use of AI can lead to AI dependence, which can threaten mental health). While the relationship between AI dependence and mental health is a growing topic, the few existing studies are mainly cross-sectional and use qualitative approaches, failing to find a longitudinal relationship between them. Based on the framework of technology dependence, this study aimed to determine the prevalence of experiencing AI dependence, to examine the cross-lagged effects between mental health problems (anxiety/depression) and AI dependence and to explore the mediating role of AI use motivations. Methods: A two-wave cohort program with 3843 adolescents (Male = 1848, M age = 13.21 ± 2.55) was used with a cross-lagged panel model and a half-longitudinal mediation model. Results: 17.14% of the adolescents experienced AI dependence at T1, and 24.19% experienced dependence at T2. Only mental health problems positively predicted subsequent AI dependence, not vice versa. For AI use motivation, escape motivation and social motivation mediated the relationship between mental health problems and AI dependence whereas entertainment motivation and instrumental motivation did not. Discussion: Excessive panic about AI dependence is currently unnecessary, and AI has promising applications in alleviating emotional problems in adolescents. Innovation in AI is rapid, and more research is needed to confirm and evaluate the impact of AI use on adolescents' mental health and the implications and future directions are discussed.

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“…As companions literally from early childhood [6,7] to old age [8], smartphones and tablets with the power of supercomputers from the past are not only used as a means of communication in combination with a camera and a range of applications, but also provide access to a wealth of information and resources, making them, at least potentially, a valuable educational tool that combines formal and informal experiences [9]. While the ubiquity of these devices in pockets is becoming a fact of everyday life, their place and role in formal education is controversial, to say the least [10]. While some see them as a valuable educational tool with great potential, others see them more as a distraction from the learning process [11].…”

Section: Introductionmentioning

confidence: 99%

Views of Students, Parents, and Teachers on Smartphones and Tablets in the Development of 21st-Century Skills as a Prerequisite for a Sustainable Future

Lang,

Šorgo

2024

Sustainability

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It is no longer just an opinion but a fact that the only way to prevent a catastrophic future for humanity on a planetary scale is to introduce sustainable practices in all areas of human endeavour. The key role in these processes is activity to education. The aim of this study is to investigate the perceptions of Slovenian secondary school students, parents, and teachers (SPTs) regarding the role of smartphones and tablets in promoting 21st-century skills. This study explores the views of Slovenian secondary school students, parents, and teachers (SPTs) on the value of smartphones and tablets in 21st-century skills education. The results show a consensus among participants that smartphones and tablets make a positive contribution to various aspects of 21st-century skills as a Prerequisite for Sustainable Future. Participants consistently rated the suggested benefits of smartphones and tablets above the middle of the scale, with a focus on internet, digital, and information literacy. However, there is still room for improvement in basic skills and higher-order thinking skills. The factorial analysis revealed three correlated factors: Holistic Learning skills, Higher-Level Cognitive skills, and Digital Information Literacy skills. Subsequent analysis revealed significant differences between the focus groups, with students showing stronger agreement with the positive impact of smartphones and tablets on a wide range of skills. While teachers recognized the value of smartphones and tablets for students’ digital literacy and engagement, the differences between teachers and other groups were relatively small. These findings underscore the importance of integrating smartphone strategies and technology tools to promote 21st-century skills as a Prerequisite for Sustainable Future. Educators and policymakers can use these findings to promote effective teaching and learning practices that meet the demands of the 21st century.

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Beyond Screen Time: Exploring the Associations between Types of Smartphone Use Content and Adolescents’ Social Relationships

Cited by 11 publications

References 59 publications

The associations between problematic smartphone use and blood pressure among 2,573 aged 9–17 years students in Shanghai, China

The associations between problematic smartphone use and blood pressure among 2,573 aged 9–17 years students in Shanghai, China

AI Technology panic—is AI Dependence Bad for Mental Health? A Cross-Lagged Panel Model and the Mediating Roles of Motivations for AI Use Among Adolescents

Views of Students, Parents, and Teachers on Smartphones and Tablets in the Development of 21st-Century Skills as a Prerequisite for a Sustainable Future

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