10. Screen Time and Moderate-to-Vigorous Intensity Physical Activity Among Adolescents During the COVID-19 Pandemic: Findings From the Adolescent Brain Cognitive Development Study

Nagata, Jason M.; Cortez, Catherine A.; Dooley, Erin E.; Iyer, Puja; Ganson, Kyle T.; Bibbins‐Domingo, Kirsten; Baker, Fiona C.; Gabriel, Kelley Pettee

doi:10.1016/j.jadohealth.2022.01.014

Cited by 7 publications

(6 citation statements)

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“…Investigaciones en este campo sugieren que la nomofobia puede manifestarse a través de una diversidad de síntomas psicológicos (González-Cabrera et al, 2020;Mac, 2020;Uher et al, 2023). Entre estos, destacan la ansiedad y el estrés, donde se observa que individuos afectados experimentan un significativo nivel de ansiedad ante la separación de sus dispositivos móviles, fenómeno que podría atribuirse al temor de perder acceso a información vital o a la imposibilidad de establecer comunicaciones (Nagata et al, 2023;Throuvala et al, 2019). Asimismo, se identifica una estrecha vinculación entre la nomofobia y la dependencia o adicción a los teléfonos móviles, evidenciando un uso compulsivo del dispositivo más allá de su funcionalidad como herramienta de conveniencia (Monezi et al, 2023;Yildiz, 2019).…”

Section: Nomofobiaunclassified

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Impacto de la nomofobia en la calidad del aprendizaje en adolescentes

Vilchez Galarza,

Vía Y Rada Vittes

2024

Ciencia Latina

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El estudio se enfoca en determinar el impacto de la nomofobia en la calidad del aprendizaje en adolescentes, explorando cómo la dependencia y ansiedad relacionadas con la tecnología móvil afectan la concentración, el rendimiento académico y otras actividades educativas. Se adoptó un enfoque cualitativo exploratorio, utilizando la revisión sistemática para analizar publicaciones científicas recientes en campos relevantes, para ello, se aplicó el método prisma, obteniendo como muestra, 39 artículos que cumplían con los filtros planteados. Los hallazgos destacan la prevalencia de la nomofobia entre los adolescentes y su relación con el deterioro del bienestar mental, el rendimiento académico y las habilidades sociales. Se concluye que existe una influencia negativa de la nomofobia en la calidad del aprendizaje en adolescentes, pero se consideran necesarios más estudios para abordar este fenómeno emergente; además, se observa la necesidad de una mayor conciencia sobre los efectos negativos de la nomofobia y la importancia de incorporar prácticas de uso consciente de dispositivos móviles dentro del contexto educativo para promover un aprendizaje efectivo y salud mental positiva en los adolescentes.

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Section: Nomofobiaunclassified

“…La nomofobia también influye en el bienestar emocional y psicológico de los estudiantes, factores íntimamente ligados al rendimiento académico (Nagata et al, 2023;Zhou et al, 2024). El estrés y la ansiedad generados por la preocupación constante sobre el estado del teléfono móvil pueden provocar pág.…”

Section: ¿Cómo Impacta En El Aprendizaje?unclassified

Impacto de la nomofobia en la calidad del aprendizaje en adolescentes

Vilchez Galarza,

Vía Y Rada Vittes

2024

Ciencia Latina

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“…Research indicates that adolescents spend over four hours a day using social media, with the average U.S. adolescent spending seven hours a day on screen time (Nagata et al, 2022). Thus, social media use appears to be replacing inperson social interaction, as well as replacing sleep and other activities.…”

Section: Declining Sociality/communitymentioning

confidence: 99%

Navigating adolescent depression and anxiety in the context of parenting plan evaluations

Ajoku¹

2023

Family Court Review

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This article touches upon theories accounting for the rise in adolescent anxiety and depression and how the prevalence of adolescent anxiety and depression affects how we navigate parenting plan evaluations. This article also discusses the importance of screening youth for depressive and anxious symptoms and assessing family, parental, and youth risk and protective factors related to adolescent depression and anxiety. This article also highlights the importance of assessing for mediating factors that increase the risk of anxiety and depression in youth in the context of parental separation, such as interparental conflict, financial difficulties, and limited contact with one parent. This article also identifies various methods of assessing depression and anxiety,

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“…This effect was more pronounced in a US-based study, which reported a two-fold increase in the estimated time spent on DM usage during the COVID-19 lockdown compared to the pre-pandemic period. 76 Therefore, to account for an increase in estimated time spent using DM among children between T 0 and T 4 , we used the average estimated time spent for individual DM usage, rather than relying solely on data from either T 0 or T 4 for the longitudinal analyses. The average estimated time spent for individual DM usage was calculated by averaging the estimated time spent for each type of DM usage across all time points.…”

Section: Parent-reported Surveymentioning

confidence: 99%

Long-Term Impact of Digital Media on Brain Development in Children

Nivins

Sauce

Liebherr

et al. 2022

Preprint

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ImportanceDigital media takes an increasingly large part of children’s time, but the effect on brain development is unclear.ObjectiveTo investigate the effects of digital media (watching television and videos, using social media, or playing video games respectively) on the development of the cortex, striatum, and cerebellum over two years.Design, setting, and participantsA prospective, multicenter, longitudinal study of children from the Adolescent Brain and Cognitive Development Study, recruited between 2016-2018. Children underwent magnetic resonance imaging scan at two different time points and completed the Youth Screen Time Survey at first timepoint, answering questions about digital media use. The analysis controlled for differences in socioeconomic status (SES) and polygenic scores for educational attainment.ExposureDigital media use.Main outcome measuresThe primary outcome measure was the changes in the global cortical surface area.Results6492 children (age in months, mean [SD] = 118.6 [7.2], i.e., 9.9 years were included at the baseline. Of these, 4502 children (age in months = 142.6 [7.6], i.e., 11.9 years were included at the two years follow-up. The average time spent by children on screen time was 2.2h/day for watching television and videos, 0.4h/day for using social media, and 0.9h/day for playing video games.Over the two-year observation period, the average cortical surface area increased by approximately 2%, reflecting normal cortical development. The amount of time spent playing video games was weakly but positively correlated to change in global cortical surface area (standardised beta, β = 0.03; 95% CI [0.001 – 0.06]; P=.06). No global or regional effect on brain development was observed for a time watching television and videos or using social media. However, the regional analysis showed that playing video games was associated with a larger increase in the volume of the cerebellum (β = 0.01 [0.001 – 0.02]; P=.02).Conclusions and RelevanceThis study does not suggest that digital media use in children harms brain development in mid-childhood and within a window of two years, but a longer follow-up is necessary.Key pointsQuestionDoes the use of digital media affect brain development in children aged 9-10 years of age?FindingsIn this two-year longitudinal study of 4502 children, we found no effect of playing video games, watching television, or using social media on the development of cortical surface area. playing video games was associated with a larger increase in the volume of cerebellum.MeaningThis study does not indicate that the use of digital media harms brain development.

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10. Screen Time and Moderate-to-Vigorous Intensity Physical Activity Among Adolescents During the COVID-19 Pandemic: Findings From the Adolescent Brain Cognitive Development Study

Cited by 7 publications

References 0 publications

Impacto de la nomofobia en la calidad del aprendizaje en adolescentes

Impacto de la nomofobia en la calidad del aprendizaje en adolescentes

Navigating adolescent depression and anxiety in the context of parenting plan evaluations

Long-Term Impact of Digital Media on Brain Development in Children

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