Media multitasking is associated with distractibility and increased prefrontal activity in adolescents and young adults Moisala, M.; Salmela, V.; Hietajärvi, L.; Salo, E.; Carlson, S.; Salonen, O.; Lonka, K.; Hakkarainen, K.; Salmela-Aro, Katariina; Alho, K.Moisala, M., Salmela, V., Hietajärvi, L., Salo, E., Carlson, S., Salonen, O., . . . Alho, K. (2016). Media multitasking is associated with distractibility and increased prefrontal activity in adolescents and young adults. NeuroImage, 134, 113-121. doi:10.1016NeuroImage, 134, 113-121. doi:10. /j.neuroimage.2016 This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. A C C E P T E D M A N U S C R I P T ACCEPTED MANUSCRIPT Conflict of interest statement:The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.Keywords: media multitasking, attention, prefrontal cortex, fMRI A C C E P T E D M A N U S C R I P T ACCEPTED MANUSCRIPTPage 2

The focus of the current study was to examine teachers’ well-being in terms of work engagement and burnout by using a person-oriented approach. The participants (n = 149, 70.5% female) were subject-matter teachers from 22 schools from metropolitan Helsinki area in Finland. The first aim was to examine the kinds of profiles we can identify based on work burnout and engagement among teachers. The second aim was to study how the identified profiles differed in job-related demands and resources and personal resources in terms of resilience. Based on the demands-resources model, we expected to find profiles that differ in terms of key resources and demands. The sample was acquired as a convenience sample and the data was collected using online self-report questionnaires. The measures were work engagement, work burnout, work demands/resources (workload and control) and resilience as the personal resource. In addition, changes and effects of the economic circumstances were accounted for with two binary variables assessing the effect on class sizes and material resources. We identified two profiles among teachers: engaged (30%) and engaged-burnout (70%) profiles. We found that those in the engaged profile group had more job and personal resources, such as control and resilience, whereas those in the engaged-burnout profile group experienced more work demands, such as workload.

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The current study sought to investigate the role of trait emotional intelligence and perceived teacher emotional support in school burnout. Furthermore, the moderating role of academic anxiety in these relationships was examined. A sample of 493 Italian high school students (81.9% female) aged 14–19 years (M = 16.27, SD = 1.48) was involved in the study. A latent moderated structural equation approach was performed to test the hypothesized model. The results showed that both trait emotional intelligence and perceived teacher emotional support were negatively associated with school burnout. Moreover, academic anxiety moderated the relation between perceived teacher emotional support and school burnout. Specifically, when the level of anxiety was high, the protective role of perceived teacher emotional support toward burnout was weakened. Findings are discussed in light of the protective role of resources on burnout and considering the detrimental impact of academic anxiety in school settings.

An increasing number of studies have addressed how adolescents’ social media use is associated with depressive symptoms. However, few studies have examined whether these links occur longitudinally across adolescence when examined at the individual level of development. This study investigated the within-person effects between active social media use and depressive symptoms using a five-wave longitudinal dataset gathered from 2891 Finnish adolescents (42.7% male, age range 13–19 years). Sensitivity analysis was conducted, adjusting for gender and family financial status. The results indicate that depressive symptoms predicted small increases in active social media use during both early and late adolescence, whereas no evidence of the reverse relationship was found. Yet, the associations were very small, statistically weak, and somewhat inconsistent over time. The results provide support for the growing notion that the previously reported direct links between social media use and depressive symptoms might be exaggerated. Based on these findings, we suggest that the impact of social media on adolescents’ well-being should be approached through methodological assumptions that focus on individual-level development.