Use of Technology and Its Association With Academic Performance and Life Satisfaction Among Children and Adolescents

Abstract

Introduction: In the last years, there has been a rise in the use of technology among children and adolescents, which has led to a greater concern about its impact on their socioemotional and cognitive development.Aims: To explore the time spent using technology, the risk perception of its use by students, and the association between frequency of technology use and life satisfaction and academic performance among children and adolescents in Chile. Additionally, we explored the mediating effect of sleep deprivation on these outcomes.Methods: This is a cross-sectional study, where 2,440 students (9-12 years old) from 13 schools participated. Data was collected using an online survey answered by students during school hours. The association analyses were performed using multivariable regression models considering life satisfaction and academic performance as dependent variables. Additionally, mediating analyses were conducted using structural equation modeling.Results: Time watching television and using cellphones were similar on weekdays, and playing video games was the most frequent activity during weekends. A 42.1% of students reported playing online video games with strangers, and 12.7% had sleep deprivation. Lower self-reported academic performance was associated with cyberbullying victimization, sleep deprivation, being hacked, exposure to violent content, time spent using cell phones during weekdays and weekends, and playing video games during weekdays. Students who perceived that playing video games after 9 pm affected their sleep had a higher academic performance. There was a clear mediating effect of sleep deprivation in the relationship between time spent using a cellphone during weekdays and weekends and playing video games during weekdays and GPA.Conclusions: Time spent using technological devices was not associated with life satisfaction; however, the time spent using cell phones and playing video games was related to lower self-reported academic performance, mediated by sleep deprivation. Future research may focus on a better understanding of the mechanisms involved in the effect of technology use on sleep routines among adolescents and potential interventions to reduce its impact on academic performance.

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

“…Finally, the present study did not examine the role of the context of technology use on the associations of problematic technology use with academic performance and school connectedness, because the question on context of technology use was not asked to students. This is particularly important because previous studies have showed that the association between technology use and academic performance may differ between weekdays and weekends [ 60 , 61 , 62 ]. Future research that simultaneously measures problematic technology use and the specific context of technology use is needed to better understand its impact on the associations of problematic technology use with academic performance and school connectedness among adolescents.…”

Technology Use and Psychopathology among Early Adolescents in a Rural Context in Chile

“…However, the time spent on mobiles and playing video games correlated with lower self-reported academic performance (32). This relationship was mediated by sleep deprivation, suggesting that the negative impact on academic performance may be in uenced by the lack of su cient sleep rather than the use of mobiles and video games per se (32). Furthermore, social media platforms can have adverse effects on a person's mental and emotional well-being, particularly in increasing levels of anxiety when preferring the immediate grati cation of use rather than working on a long-term goal such as academic goals (35).…”

“…While one study argues that adolescents who spend more than three hours per day engaged in online gaming are more likely to experience a range of mental and psychosomatic health issues (34), another study found that the amount of time spent using technological devices had no signi cant association with life satisfaction (32). However, the time spent on mobiles and playing video games correlated with lower self-reported academic performance (32).…”

“…While one study argues that adolescents who spend more than three hours per day engaged in online gaming are more likely to experience a range of mental and psychosomatic health issues (34), another study found that the amount of time spent using technological devices had no signi cant association with life satisfaction (32). However, the time spent on mobiles and playing video games correlated with lower self-reported academic performance (32). This relationship was mediated by sleep deprivation, suggesting that the negative impact on academic performance may be in uenced by the lack of su cient sleep rather than the use of mobiles and video games per se (32).…”

Information Technologies that Help Improve Academic Performance, A Review of the Literature

“…[47], [24], [25], [26], [48], [49], [27], [28], [50], [51], [26], [52], [53], [54], [55], [29], [30], [56], [3], [57] Multimedia These articles denote that the uses of multimedia applications achieve a better environment for cognitive development and improve academic performance. Where every visual demonstration is important for training.…”