Screen time and extracurricular activities as risk and protective factors for mental health in adolescence: A population-level study

Oberle, Eva; Ji, Xuejun Ryan; Kerai, Salima; Guhn, Martin; Schonert‐Reichl, Kimberly A.; Gadermann, Anne M.

doi:10.1016/j.ypmed.2020.106291

Cited by 93 publications

(74 citation statements)

References 45 publications

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“…The results regarding the subjective well-being between the experiment and control group revealed that the students involved in co-curricular activities had a significantly higher level of subjective well-being than their counterparts. This finding is consistent with the findings of the earlier study of Billingsley and Hurd (2019), Buckley and Lee (2021), Cleofas (2020), Guilmette et al (2019), Oberle et al (2020), andRaposa et al (2015). In addition, the students who participated in co-curricular activities regularly perhaps get more opportunities to come forward, interact and connect with their peers, and interact with people from other cultures, ideologies, and religions (Bakoban and Aljarallah 2015).…”

Section: Discussionsupporting

confidence: 90%

“…A study led by Guilmette et al (2019) documented that academic success and emotional well-being were positively linked with past and present involvement in extracurricular activities among university students in Canada. Furthermore, Oberle et al (2020) conducted a populationbased study in Canada. They revealed that lower levels of anxiety and depressive symptoms and better satisfaction with life and optimism were related to engagement with extracurricular activities.…”

Section: Co-curricular Activities and Subjective Well-beingmentioning

confidence: 99%

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Co-curricular activities and subjective well-being among university students

2021

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Research has linked participation in co-curricular activities to subjective well-being. Co-curricular activities offer chances for the formation of interpersonal connection, identity formation, and the development of emotional, social, academic, as well as career-related skills. However, there are few studies rigorously exploring the contribution of co-curricular activities on the subjective well-being of undergraduate students. This study was designed to investigate the influence of co-curricular activities on subjective well-being. We also explored the influence of gender, faculties, and the duration of involvement on students' subjective well-being. For this purpose, the subjective well-being of 185 undergraduate students involved in various co-curricular activities was measured by administering the Memorial University of Newfoundland Scale of Happiness (MUNSH). In addition, the subjective well-being of 185 undergraduate students who generally did not engage in any co-curricular activities was also measured as a control group for the comparison. Results revealed that the subjective well-being of the students (experimental group) involved in cocurricular activities was significantly higher than that of the control group. Results also showed no significant difference in subjective well-being between male and female students involved in co-curricular activities. Moreover, it was found that subjective well-being differed significantly among students of different faculties, where students of the science faculty showed a higher level of subjective well-being than any other faculty. Findings also indicated that the subjective well-being of the experimental group was enhanced by increasing the duration of involvement in cocurricular activities.

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Section: Discussionsupporting

confidence: 90%

Section: Co-curricular Activities and Subjective Well-beingmentioning

confidence: 99%

Co-curricular activities and subjective well-being among university students

2021

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“…The two crucial negative impacts of screen time on the physical health of children & adolescents is that of sleep problems and increased risk of myopia (Singh and Balhara, 2021). A large number of original studies indicate excessive screen time has adverse health effects in long run such as physical health symptoms like eye strain, sleep disturbance, carpal tunnel syndrome, neck pain as well as mental health problems ranging from difficulties in concentration, obsession to diagnosable mental illness such as anxiety, depression and attention-deficit hyperactivity disorder (Király et al, 2020;Meyer et al, 2020;Oberle et al, 2020;Stavridou et al, 2021). In a study (George et al, 2018) with older adolescents aged between 18 and 20, researchers found that smartphone dependency can predict higher reports of depressive symptoms and loneliness.…”

Section: Children and Adolescentsmentioning

confidence: 99%

Social Connectedness, Excessive Screen Time During COVID-19 and Mental Health: A Review of Current Evidence

2021

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With an advancement of digital technology, excessive screen time has become a grave concern. This has pushed researchers and practitioners to focus on digital well-being. Screen time during COVID-19 has further increased as a result of public health measures enforced by governments to curb the pandemic. With the global societies under lockdown, the only medium to stay socio- emotionally connected was the digital one. A lack of comprehensive empirical overviews on screen time in COVID-19 era in the present literature prompted us to conduct this review. The present review attempts to understand the virtual social connectedness, excessive use of digital technology, its consequences and suggest strategies to maintain healthy use of digital technology. Results reveal that screen time has increased drastically during COVID-19. Though there are mixed consequences of prolonged screen time use and blurred understanding between healthy and unhealthy social connectedness over digital media, the suggestions for negative implications on (physical and) mental health warrant a strict need for inculcating healthy digital habits, especially knowing that digital technology is here to stay and grow with time.

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“…182 There is a strong body of literature associating these activities with social emotional skill development, more physical activity, and higher levels of engagement in school. [26][27][28] A number of pieces of evidence suggest adverse health impacts on children during COVID-19, although not directly linked to school disruption. Cross-sectional survey evidence shows a decline during the lockdowns in children's levels of physical activity.…”

Section: Impact Of School Closures On Overall Well-beingmentioning

confidence: 99%

COVID-19 and Education Disruption in Ontario: Emerging Evidence on Impacts

Gallagher‐Mackay¹,

Srivastava²,

Underwood³

et al. 2021

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The Ontario COVID-19 Science Advisory Table is a group of scientific experts and health system leaders who evaluate and report on emerging evidence relevant to the COVID-19 pandemic, to inform Ontario's response. Our mandate is to provide weekly summaries of relevant scientific evidence for the COVID-19 Health Coordination Table of the Province of Ontario, integrating information from existing scientific tables, Ontario's universities and agencies, and the best global evidence. The Science Table summarizes its findings for the Health Coordination Table and the public in Science Briefs.

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Screen time and extracurricular activities as risk and protective factors for mental health in adolescence: A population-level study

Cited by 93 publications

References 45 publications

Co-curricular activities and subjective well-being among university students

Co-curricular activities and subjective well-being among university students

Social Connectedness, Excessive Screen Time During COVID-19 and Mental Health: A Review of Current Evidence

COVID-19 and Education Disruption in Ontario: Emerging Evidence on Impacts

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