Outdoor adventures and adolescents’ mental health: daily screen time as a moderator of changes

Mutz, Michael; Müller, Johannes; Göring, Arne

doi:10.1080/14729679.2018.1507830

Cited by 32 publications

(16 citation statements)

References 60 publications

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“…There was also a significant time by group interaction for life satisfaction scores, with increases in life satisfaction post-outdoor adventure program being significantly higher for adolescents who regularly engaged in high levels of ST. This illustrates potential psychological benefits of GT for high ST users in particular [244].…”

Section: Plos Onementioning

confidence: 73%

“…Fourteen studies identified in this systematic scoping review measured both ST and GT [234][235][236][237][238][242][243][244][245][246][247][248][249][250]. It is important to note that these studies did not necessarily measure both exposures with the intention of delineating the effects of high ST and low GT on psychological outcomes in children and adolescents, and it was not always possible to determine the reciprocal effects of both exposures.…”

Section: Plos Onementioning

confidence: 99%

“…Of the 14 studies, two provided some insight into associations between psychological outcomes and ST, in the presence of GT, and vice versa. In one pre-post study [244], German adolescents took part in a 10-day Outdoor Adventure Program, with no access to technology. They also self-reported the average daily time they typically spent on various screen activities in their leisure time.…”

Section: Plos Onementioning

confidence: 99%

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Psychological impacts of “screen time” and “green time” for children and adolescents: A systematic scoping review

et al. 2020

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Technological developments in recent decades have increased young people's engagement with screen-based technologies (screen time), and a reduction in young people's contact with nature (green time) has been observed concurrently. This combination of high screen time and low green time may affect mental health and well-being. The aim of this systematic scoping review was to collate evidence assessing associations between screen time, green time, and psychological outcomes (including mental health, cognitive functioning, and academic achievement) for young children (<5 years), schoolchildren (5-11 years), early adolescents (12-14 years), and older adolescents (15-18 years). Original quantitative studies were identified in four databases (PubMed, PsycInfo, Scopus, Embase), resulting in 186 eligible studies. A third of included studies were undertaken in Europe and almost as many in the United States. The majority of studies were cross-sectional (62%). In general, high levels of screen time appeared to be associated with unfavourable psychological outcomes while green time appeared to be associated with favourable psychological outcomes. The ways screen time and green time were conceptualised and measured were highly heterogeneous, limiting the ability to synthesise the literature. The preponderance of cross-sectional studies with broadly similar findings, despite heterogeneous exposure measures, suggested results were not artefacts. However, additional high-quality longitudinal studies and randomised controlled trials are needed to make a compelling case for causal relationships. Different developmental stages appeared to shape which exposures and outcomes were salient. Young people from low socioeconomic backgrounds may be disproportionately affected by high screen time and low green time. Future research should distinguish between passive and interactive screen activities, and incidental versus purposive exposure to nature. Few studies considered screen time and green time together, and possible reciprocal psychological effects. However, there is preliminary evidence that green time could buffer consequences of high screen time, therefore nature may be an under-utilised public health resource for youth psychological well-being in a high-tech era.

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Section: Plos Onementioning

confidence: 73%

Section: Plos Onementioning

confidence: 99%

Section: Plos Onementioning

confidence: 99%

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Psychological impacts of “screen time” and “green time” for children and adolescents: A systematic scoping review

et al. 2020

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“…This has negative consequences for physical health and mental wellbeing [1,2]. This situation is reflected in the growth of both physical diseases such as obesity, diabetes, and cardiovascular diseases (with inactivity being considered the fourth leading cause of death in the world [3]), and mental illnesses [4,5], in addition to anti-social behaviors such as school bullying and violence [6].…”

Section: Introductionmentioning

confidence: 99%

Effects of Physical Self-Concept, Emotional Isolation, and Family Functioning on Attitudes towards Physical Education in Adolescents: Structural Equation Analysis

Ruz

Turpín

Cepero-González

et al. 2019

IJERPH

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1) Background: The present research seeks to define and contrast an explanatory model of physical self-concept, emotional isolation, attitude towards physical education, and family functioning, and analyse the existing associations between these variables.(2) Methods: The sample was made up of 2388 adolescents (43.39% male and 56.61% female), with ages of 11-17 years (M = 13.85; SD = 1.26) from Spain. Self-concept (AF-5), Isolation (UCLA), Attitude towards Physical Education (CAEF), and Family Functioning (APGAR) were analyzed. (3) Results: Good fit was obtained for all evaluation indices included in the structural equation model, which was significantly adjusted (χ 2 = 233,023; DF = 14; p < 0.001; comparative fit index (CFI) = 0.913; normalized fit index (NFI) = 0.917; incremental fit index (IFI) = 0.906; root mean square error of approximation (RMSEA) = 0.072). (4) Conclusions: Attitudes towards physical activity were found to be positive when isolation levels were low and where adequate self-concept existed, specifically in students reporting high family functioning. a fundamental stage for its development and for the acquisition of values which facilitate positive interactions with others [12].Physical education (PE) in the educational setting provides a tool for these learnings [8,12]. Amongst the different potential benefits of physical education within these age groups that are related to psychological and mental wellbeing, we find social development and the development of personality. Further, PE promotes fundamental behaviors and skills related to emotional intelligence such as self-concept, altruism, empathy, and understanding the needs of others, amongst others [13].In adolescents, engaging in physical and sporting activity contributes to the promotion of a positive personality and emotional empathy, which improves interpersonal relationships between participants [14,15]. Levels of self-concept and empathy represent protective factors against the development of violent behaviors and victimization in scholars [16], whilst also improving positive relationships with others and mental health [17]. Self-concept is understood as a mental representation of the way in which individuals see themselves [18]. It is composed of diverse social factors-social, emotional, physical, family, and academic [19]. Research studies demonstrate that adolescents, both males and females, who participate regularly in PA report a more positive physical self-concept than those who are not as active [20]. This is the driver of improved social perception, which enables better relationships with others and leads to better academic performance [21].Recent studies have added a new risk factor for mental health and anti-social conduct in adolescents. This is the rise in screen time [22], which together with the reduction in PA [23], drives an increase in feelings of loneliness. High self-efficacy towards the control and reduction of screen time and engagement in PA are factors that relate to a lower probability of social isolation and ...

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“…Überblicksartikel und Meta-Analysen weisen übereinstimmend auf die Wirksamkeit hin, wobei die Stärke der Effekte je nach Zielsetzungen, Programminhalten oder Merkmalen der Teilnehmenden erheblich variieren (Hattie et al 1997;Ewert und McAvoy 2000;Gillis und Speelman 2008;Stott et al 2015). Einzelstudien jüngeren Datums belegen insbesondere positive Veränderungen im Hinblick auf Selbstwirksamkeit (Kümmel et al 2008;Gillespie und Allen-Craig 2009;Gehris et al 2010;Schell et al 2012), Selbstvertrauen (Gatzemann et al 2008: Hunter et al 2013, Resilienz (Hayhurst et al 2015;Scarf et al 2017), Befindlichkeit und psychische Gesundheit (Boeger et al 2006;Mutz und Müller 2016;Mutz et al 2019), prosoziales Verhalten (Reuker 2009) sowie Gruppenzusammenhalt (Moch 2002;Sommer 2005;Goldenberg et al 2005;Reichmann 2011).…”

Section: Einführungunclassified

Vom Erlebnis zum Ergebnis: Zur Wirkungsweise abenteuer- und erlebnispädagogischer Jugendfreizeiten

Mutz

Müller

2020

Z Erziehungswiss

Self Cite

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Zusammenfassung Die Forschung über abenteuer- und erlebnispädagogische Programme hat vielfach auf positive Effekte z. B. für Selbstwirksamkeit, Kompetenzerwerb oder psychosoziale Gesundheit hingewiesen. Weniger gut erforscht ist hingegen die Frage, unter welchen Bedingungen diese Effekte zu Stande kommen bzw. welche Erfahrungen mit welchen Veränderungen assoziiert sind. Anknüpfend an erlebnispädagogische Theorien gehen wir davon aus, dass a) die Neuartigkeit der Erfahrungen, b) die erfolgreiche Selbstüberwindung, c) das Kompetenzerleben und d) die Qualität der Einbindung in die Gruppe zentrale Erfolgsbedingungen darstellen. Empirisch prüfen wir die Bedeutung dieser Bedingungen in einem Prätest-Posttest-Design bei Jugendlichen (N = 76; 63 % männlich, 37 % weiblich) im Alter von 13 bis 20 Jahren, die an einer 10-tägigen erlebnispädagogischen Ferienfreizeit teilnahmen. Die Ergebnisse zeigen zunächst, dass sich im Durchschnitt positive Veränderungen in der Selbstwirksamkeitserwartung, im Selbstwertgefühl und im emotionalen Wohlbefinden im Verlauf des Programms ergeben haben. Diese Effekte sind besonders bei den Jugendlichen zu beobachten, die sich bei den Programmaktivitäten als sehr kompetent erlebten. Punktuell hängen positive Veränderungen auch mit der Neuartigkeit der Aktivität und der Qualität des Gemeinschaftserlebens zusammen. Der oft in der Theoriedebatte fokussierte Aspekt der Selbstüberwindung scheint weniger relevant zu sein.

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Outdoor adventures and adolescents’ mental health: daily screen time as a moderator of changes

Cited by 32 publications

References 60 publications

Psychological impacts of “screen time” and “green time” for children and adolescents: A systematic scoping review

Psychological impacts of “screen time” and “green time” for children and adolescents: A systematic scoping review

Effects of Physical Self-Concept, Emotional Isolation, and Family Functioning on Attitudes towards Physical Education in Adolescents: Structural Equation Analysis

Vom Erlebnis zum Ergebnis: Zur Wirkungsweise abenteuer- und erlebnispädagogischer Jugendfreizeiten

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