Technology and interactive social media use among 8th and 10th graders in the U.S. and associations with homework and school grades

Tang, Sandra; Patrick, Megan E.

doi:10.1016/j.chb.2018.04.025

Cited by 24 publications

(16 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Nowadays, people are exposed to unprecedented amounts of media content, including televisions, computers, mobile phones, video games, and newer types of interactive social media including Facebook, Twitter, and Instagram (Tang & Patrick, 2018). Especially, adolescents often spend time with computers, smartphones, the Internet, video games, and social platforms.…”

Section: Introductionmentioning

confidence: 99%

Use of media and technology, academic procrastination, and academic achievement in adolescence

Türel

Dokumaci²

2022

Participatory Educational Research

View full text Add to dashboard Cite

In today’s learning society, use of media and technology affects students in all educational levels. There are a number of studies conducted among university students in this context. However, adolescents, who are sensitively exposed to the negative effects of the excessive use of media and technology, have been neglected. The aim of this study is to investigate the association among adolescents’ use of media and technology, their academic procrastination behavior, and academic achievement. This study also examines the possible mediating effect of academic procrastination behavior on the relationship between adolescents’ media and technology use and academic achievement. This quantitative study included data from 1278 middle and high school students. We collected data via a questionnaire comprising of the demographic information form, media and technology usage and attitude scale, and academic procrastination behavior scale as well as students’ grade point averages to measure students’ academic achievement. The results revealed that as media and technology usage increased, students’ academic achievement decreased. In addition, academic procrastination behavior had a mediating effect on this relationship. In other words, adolescents' media and technology use cause academic procrastination behaviour to adversely affect their academic achievement. The implications for future research and the limitations of the study were also discussed

show abstract

Section: Introductionmentioning

confidence: 99%

Use of media and technology, academic procrastination, and academic achievement in adolescence

Türel

Dokumaci²

2022

Participatory Educational Research

View full text Add to dashboard Cite

show abstract

“…The quality of the construct has a value of 80%, which means that the learning media is very good in terms of its construction. It is according to Tang and Patrick (2018) it means that the learning media developed can be used to measure symptoms according to the symptoms that are defined. Overall an average value of 81% is obtained, which means that the learning media developed are very good.…”

Section: Resultsmentioning

confidence: 99%

Interactive media of respiratory system material “resysmart” based on problem-based learning

Ningsih

Miarsyah

Rusdi

2019

JPBI

View full text Add to dashboard Cite

The meaningful learning of respiratory system will be enacted by students through the utilization of problem-based learning interactive media. This study aimed to develop problem-based interactive learning media on respiratory system material. This Research and Development (R&D) was conducted based on Borg and Gall with ten stages, namely: 1) research and Information collecting, 2) planning, 3) developing, 4) preliminary field testing, 5) main product revision, 6) main field testing, 7) operational product revision, 8) operational field testing, 9) final product revision, 10) dissemination. The results of the research showed that the materials score achieved by the media developed was 90% (very good), while the media presentation score was 83% (very good); in addition, the language score gained was 99% (very good). Thus, the average score was 91 % (very good) which means that the interactive learning media developed was recognized as very good to be implemented in respiratory system learning for eleventh graders. To go further, the teachers and students gave their response to the media as high as 80% (very good) and 89% (very good) respectively. To conclude, "resysmart" interactive media is strongly recommended to be used in respiratory system learning for eleventh graders.

show abstract

“…Several mechanisms could explain the association of heavy technology use and problem technology use with academic performance and school connectedness. First, heavy technology use, particularly daytime use, could displace time devoted to learning activities, such as studying, reading, or doing homework, which could result in negative academic performance [ 55 ]. Second, heavy technology use, particularly late-night use, may displace sleep or shift circadian rhythms towards a later midpoint of sleep [ 6 , 7 , 16 ], leading to daytime sleepiness and fatigue, thus lowering the ability to optimally perform at school.…”

Section: Discussionmentioning

confidence: 99%

Problem Technology Use, Academic Performance, and School Connectedness among Adolescents

Sampasa‐Kanyinga

Hamilton

Goldfield

et al. 2022

IJERPH

View full text Add to dashboard Cite

Background: Little is known about the association between problem technology use in adolescents and school-related outcomes. The purpose of this study was to determine the prevalence of problem technology use and examine its association with academic performance and school connectedness in a sample of students across Ontario, Canada. Methods: Self-reported data from a sample of 4837 students in grades 9 to 12 (mean age: 15.9 years; 49.5% females) were cross-sectionally analyzed. Ordered logistic regression models were adjusted for important covariates. Results: We found that 35.8% of students used their screen device for at least 5 h a day and about 18.6% had moderate-to-serious symptoms of problem technology use, a prevalence that was higher in females (22.4%) than males (14.9%). Heavy technology use was differentially associated with lower academic performance and lower levels of school connectedness in males and females. Having moderate-to-serious symptoms of problem technology use was associated with lower academic performance among males (AOR = 0.68, 95% CI = 0.53–0.87) and females (AOR = 0.66, 95% CI = 0.52–0.84). It was also associated with less school connectedness in both males (AOR = 0.65, 95% CI = 0.50–0.86) and females (AOR = 0.63, 95% CI = 0.51–0.78). Conclusion: Excessive use and problem technology use are highly prevalent among secondary school students, and they are associated with lower academic performance and lower levels of school connectedness.

show abstract

Technology and interactive social media use among 8th and 10th graders in the U.S. and associations with homework and school grades

Cited by 24 publications

References 41 publications

Use of media and technology, academic procrastination, and academic achievement in adolescence

Use of media and technology, academic procrastination, and academic achievement in adolescence

Interactive media of respiratory system material “resysmart” based on problem-based learning

Problem Technology Use, Academic Performance, and School Connectedness among Adolescents

Contact Info

Product

Resources

About