Internet use and multitasking among older adolescents: An experience sampling approach

Today's children and adolescents are immersed in both traditional and new forms of digital media. Research on traditional media, such as television, has identifi ed health concerns and negative outcomes that correlate with the duration and content of viewing. Over the past decade, the use of digital media, including interactive and social media, has grown, and research evidence suggests that these newer media offer both benefi ts and risks to the health of children and teenagers. Evidence-based benefi ts identifi ed from the use of digital and social media include early learning, exposure to new ideas and knowledge, increased opportunities for social contact and support, and new opportunities to access health promotion messages and information. Risks of such media include negative health effects on sleep, attention, and learning; a higher incidence of obesity and depression; exposure to inaccurate, inappropriate, or unsafe content and contacts; and compromised privacy and confi dentiality. This technical report reviews the literature regarding these opportunities and risks, framed around clinical questions, for children from birth to adulthood. To promote health and wellness in children and adolescents, it is important to maintain adequate physical activity, healthy nutrition, good sleep hygiene, and a nurturing social environment. A healthy Family Media Use Plan (www. healthychildren. org/ MediaUsePlan) that is individualized for a specifi c child, teenager, or family can identify an appropriate balance between screen time/online time and other activities, set boundaries for accessing content, guide displays of personal information, encourage age-appropriate critical thinking and digital literacy, and support open family communication and implementation of consistent rules about media use.

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“…In one study of older adolescents, approximately 50% of the time students were online, they were engaged in more than 1 activity. 10 …”

Section: Media Use Estimates How Are Media Usage Patterns Changing Inmentioning

confidence: 99%

Children and Adolescents and Digital Media

Chassiakos¹,

Radesky²,

Christakis³

et al. 2016

Pediatrics

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530

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“…A current issue associated with technology usage is multitasking or task switching (Moreno et al, 2012b;Rosen et al, 2013b). Given that in previous research this activity seems to relate to technology usage, it is useful to assess people's attitude toward either completing one task before moving to another or working on one task and then switching to another before its completion.…”

Section: Assessment Of Media and Technology Usagementioning

confidence: 99%

Evaluating Use and Attitudes Towards Social Media and ICT for Portuguese youth: the MTUAS-PY scale

Costa¹,

Matos²,

Pinheiro³

et al. 2016

European Proceedings of Social &Amp; Behavioural Sciences

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Measures on usage and attitudes towards ICT and social media are very diverse hindering the comparability of data. Due to its heavy use by young Portuguese, it is relevant to have comprehensive and accurate measurement tools.The main aims were to translate and adapt The Media and Technology Usage and Attitudes Scale (Rosen, Whaling, Carrier and Rokkum, 2013a) This psychometric study included an EFA conducted on a sample of 322 subjects aged between 12 and 18 years old (Mean age=14.78; SD= 2.04), being 59.3% girls. It also included a CFA on a sample of 479 subjects also aged between 12 and 18 years old (Mean age= 14.94; SD= 2.01), being 53% girls. The subjects were invited to participate voluntarily and the confidentiality of the data was assured.In EFA, for Usage, the PCA with a varimax rotation originated a solution with 10 factors explaining 73% of the total variance and for Attitudes a PCA forced to four factors with oblimin rotation resulted in 61% of total variation explained. The CFA presented acceptable adjustments to fit indices in Usage and Attitudes sub-scales.The MTUAS-PY scale has adequate psychometric qualities for assessing use and attitudes towards ICT and social media in Portuguese youth. Studies on different profiles throughout the youth and the comparison with behavioral data will further our understanding on a reality in constant technological change.

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“…These students judged themselves to be less attentive during the lecture and to attain lower academic performance levels than other students [55{Golub, 2010 #23, 56]. It was also found that the self-assessments of students on failure to complete homework correlated significantly with their high usage of instant messaging software and specific types of multi-tasking activities [57] [31] [58]. Moreover, these behaviours interfered with schoolwork and was negatively related to overall college grade point average (GPA) performance [18] [59].…”

Section: Literature Reviewmentioning

confidence: 90%

Effect of Information and Communication Technology-induced Multitasking on Academic Performance of University Students in Uganda

Jehopio¹,

Wesonga²,

Candia³

2017

IJCATR

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Numerous researches on information and communication technology (ICT)-induced multitasking among students document a number of unfavourable consequences, such as heightened distraction and less attention, hampered learning and hindered productivity at the expense of better academic performance. This study focused on the effect of information and communication technology induced multitasking on academic performance of university students in Uganda. To this end, primary data were collected during the month of May 2016 using stratified cluster sample design. A self-reported questionnaire was used to collect data from 312 students of Makerere University who participated in the study. Through structural equation modelling (SEM), it was demonstrated that ICT-induced multitasking does not affect academic performance directly but through self-regulation, attention span, emotional control and productivity focus. Nonetheless, multitasking does not always have negative consequences. To a majority of students, multitasking provides emotional satisfaction and enjoyment, which do correlate positively with good academic performance. Indeed, multitasking can be an effective use of time when well-regulated and an efficient tool in problem solving. Multitasking may only be indicative of the changing nature of norms. Traditionally, one was expected to give and receive undivided attention when talking in a face-to-face conversation with another; yet new norms are evolving for the networked society, such as responding to text messages promptly. To buffer the negative effect of ICT-induced multitasking on academic performance, one needs a facility with a good degree of self-regulation, attention span, emotional control and productivity focus.

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Internet use and multitasking among older adolescents: An experience sampling approach

Cited by 114 publications

References 23 publications

Children and Adolescents and Digital Media

Children and Adolescents and Digital Media

Evaluating Use and Attitudes Towards Social Media and ICT for Portuguese youth: the MTUAS-PY scale

Effect of Information and Communication Technology-induced Multitasking on Academic Performance of University Students in Uganda

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