The Wired Generation: Academic and Social Outcomes of Electronic Media Use Among University Students

This policy statement focuses on children and adolescents 5 through 18 years of age. Research suggests both benefi ts and risks of media use for the health of children and teenagers. Benefi ts include exposure to new ideas and knowledge acquisition, increased opportunities for social contact and support, and new opportunities to access health-promotion messages and information. Risks include negative health effects on weight and sleep; exposure to inaccurate, inappropriate, or unsafe content and contacts; and compromised privacy and confi dentiality. Parents face challenges in monitoring their children's and their own media use and in serving as positive role models. In this new era, evidence regarding healthy media use does not support a one-size-fi ts-all approach. Parents and pediatricians can work together to develop a Family Media Use Plan (www. healthychildren. org/ MediaUsePlan) that considers their children's developmental stages to individualize an appropriate balance for media time and consistent rules about media use, to mentor their children, to set boundaries for accessing content and displaying personal information, and to implement open family communication about media.

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“…24 A growing body of evidence suggests that the use of media while engaged in academic tasks has negative consequences on learning. 25,26 …”

Section: Risks Of Mediamentioning

confidence: 99%

Media Use in School-Aged Children and Adolescents

Hill¹,

Ameenuddin²,

Chassiakos³

et al. 2016

Pediatrics

392

163

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“…However, other research partially contradicts these conclusions. For example, a study of undergraduate electronic media use (including time spent on social networking sites, email, chat/IM, cell phone communication or text messaging, video or online games, TV or movie viewing) by Jacobsen and Forste (2011) revealed that online communication facilitated rather than replaced face-to-face social interaction. However, this study did find negative academic consequences (a negative association between electronic use and GPA), paralleling the previous research.…”

Section: Introductionmentioning

confidence: 99%

Distracted by Binge-watching: Sources of Academic and Social Disruption in Students

Chambliss¹,

Gartenberg²,

Honrychs³

et al. 2017

ARC Journal of Pediatrics

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“…Researchers, for example, in a cross-sectional study among a sample of undergraduate private college students in the United States (US), found high videogame use to be associated with low grade point average (GPA) (Weaver, Kim, Metzer, & Szendrey, 2013). Associations between calling and texting, and low self-reported GPA and a self-reported measure of academic difficulty were also found among a sample of first year university students from the US and a sample of Taiwanese female university students, respectively (Hong, Chiu, & Huang, 2012;Jacobsen & Forste, 2011). Similarly, in a more recent study done on undergraduate college students from a public US university, a negative association between texting and academic performance was found (Lepp, Barkley, & Karpinski, 2014).…”

mentioning

confidence: 63%

Smartphone Addiction among University Students and Its Relationship with Academic Performance

Boumosleh¹,

Jaalouk²

2017

GJHS

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Background and Objective: Smartphone use is almost universally relied on among college students. Whether smartphone addiction among college students has a negative predictive effect on academic performance is hardly studied. Previous research found an apparent association between smartphone use and academic achievement partly explained by the nature of the task the student is engaged in when using a smartphone. This study aims to assess the relationship between smartphone addiction and students' academic performance controlling for important potential confounding variables.Methods: A sample of 688 undergraduate students was randomly selected from Notre Dame University, Lebanon. Students were asked to fill out a questionnaire that included a) questions on variables related to socio-demographics, academics, smartphone use, and lifestyle behaviors; and b) a 26-item Smartphone Addiction Inventory (SPAI) Scale. Multiple logistic regression was performed to assess the independent association between smartphone addiction and cumulative grade point average (GPA).Results: 49% reported smartphone use for at least 5 hours during a weekday. Controlling for confounding effects in the model, the association between total SPAI score and GPA did not reach statistical significance, whereas alcohol drinking (OR= 2.10, p=0.026), age at first use of smartphone (OR=1.20, p=0.042), use of smartphone for study-related purposes (OR=0.31, p=0.000), class (OR=0.35 (senior vs. sophomore standing), p=0.024), and faculty (ORs of 0.38 and 0.35 (engineering and humanities, respectively, vs. business students)) were found to be independent predictors of reporting a GPA of < 3. Conclusion:Findings from our study can be used to better inform college administrators and faculty about most-at-risk groups of students who shall be targeted in any intervention designed to enhance low academic performance.

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The Wired Generation: Academic and Social Outcomes of Electronic Media Use Among University Students

Cited by 496 publications

References 34 publications

Media Use in School-Aged Children and Adolescents

Media Use in School-Aged Children and Adolescents

Distracted by Binge-watching: Sources of Academic and Social Disruption in Students

Smartphone Addiction among University Students and Its Relationship with Academic Performance

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