When facebook and finals collide - procrastinatory social media usage predicts enhanced anxiety☆

Sternberg, Nurit; Luria, Roy; Chandhok, Susannah; Vickers, Brian D.; Kross, Ethan; Sheppes, Gal

doi:10.1016/j.chb.2020.106358

Cited by 23 publications

(19 citation statements)

References 48 publications

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“…One compelling variable regarding Facebook use and distraction is the role of anxiety and how it is often experienced by students. A recent study found that when Facebook was used to procrastinate and delay studying for an exam, the anxiety students experienced increased significantly (Sternberg et al, 2020). Interestingly, anxiety rates remained static when Facebook was used but students were not procrastinating.…”

Section: Resultsmentioning

confidence: 99%

“…Many researchers have established a strong negative association between the social media platform Facebook and academic performance (e.g., see Feng et al, 2019; Kirschner & Karpinski, 2010; Rosen et al, 2013). Another researcher found a connection between Facebook (when used to procrastinate rather than study for an exam) and an increase in anxiety (Sternberg et al, 2020). However, not all studies argue that social media is entirely disruptive.…”

Section: Discussionmentioning

confidence: 99%

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The influence of technology on academic distraction: A review

Dontre

2020

Human Behav and Emerg Tech

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The detrimental effects of academic distraction have become increasingly problematic in recent years due to student media multitasking. In recent years, educators have gradually transitioned many classes to the online learning environment, effectively reducing teacher supervision. This has been greatly exacerbated with the advent of coronavirus disease 2019 and subsequent social distancing guidelines. In an effort to help students and educators better understand the implications of technology on academic distraction and academic performance, this literature review discusses the effects of three forms on technology on student distraction: laptops, smartphones, and social media use, particularly the social media platform Facebook. While the effects of student laptops on academic distraction are somewhat ambivalent, the debate is largely moot in the current educational environment. The detrimental effects of student smartphone and social media use on academic distraction are more conspicuous, especially with the pervasiveness of personal digital devices. Potential self‐regulatory and environmental interventions are discussed.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The influence of technology on academic distraction: A review

Dontre

2020

Human Behav and Emerg Tech

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“…Study 2, that involved learning, practicing and performing a regulatory selection task, was longer and more complex than Study 1. For these reasons, we had additional a-priori exclusion criteria that resulted in exclusion of 17 participants from further analysis (i.e., 18.5% of the sample, see 36 for similar exclusion rates in a complex online study). Specifically, one participant was excluded due to participation in Study 1.…”

Section: Studymentioning

confidence: 99%

Flexible emotion regulatory selection when coping with COVID-19-related threats during quarantine

Shabat

Shafir

Sheppes

2021

Sci Rep

Self Cite

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The COVID-19 pandemic poses significant emotional challenges that individuals need to select how to regulate. The present study directly examined how during the pandemic, healthy individuals select between regulatory strategies to cope with varying COVID-19-related threats, and whether an adaptive flexible regulatory selection pattern will emerge in this unique threatening global context. Accordingly, this two-study investigation tested how healthy individuals during a strict state issued quarantine, behaviorally select to regulate COVID-19-related threats varying in their intensity. Study 1 created and validated an ecologically relevant set of low and high intensity sentences covering major COVID-19 facets that include experiencing physical symptoms, infection threats, and social and economic consequences. Study 2 examined the influence of the intensity of these COVID-19-related threats, on behavioral regulatory selection choices between disengagement via attentional distraction and engagement via reappraisal. Confirming a flexible regulatory selection conception, healthy individuals showed strong choice preference for engagement reappraisal when regulating low intensity COVID-19-related threats, but showed strong choice preference for disengagement distraction when regulating high intensity COVID-19-related threats. These findings support the importance of regulatory selection flexibility for psychological resilience during a major global crisis.

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“…A central theme in this domain is the manner in which online media frequently present as a distraction from academic work, introducing experiences of goal conflict among students (Van Koningsbruggen et al, 2017). Evidence suggests that, when confronted with these distractions, many students fail to self-regulate their media use patterns effectively (le Roux and , and that this leads to the procrastination of academic work and enhanced anxiety (Sternberg et al, 2020). Such failure is exacerbated by the affordances of social media which encourage chronic monitoring of and responding to events in their users' online spheres.…”

Section: Introductionmentioning

confidence: 99%

Media multitasking, online vigilance and academic performance among students in three Southern African countries

Roux

Parry

Totolo

et al. 2021

Computers & Education

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High levels of Internet-based media use is a defining feature of behaviour among university students. A growing body of evidence indicates, firstly, that their learning activities are characterised by frequent switching between academic content and online media, and, secondly, that this form of behaviour is negatively associated with academic outcomes. It is less clear, however, whether media use and media multitasking in general is associated with academic performance. In the present study we adopted an exploratory frame and a survey-based methodology to investigate this relationship among students from three countries in Southern Africa. In addition to self-reported media use measures, we investigated the predictive capacity of online vigilance on academic performance. Online vigilance is a novel construct which describes individual differences in users' cognitive orientation to online connectedness, their attention to and integration of online-related cues and stimuli, and their prioritisation of online communication. Our findings (n = 1445) indicate a weak, negative association between self-reported media use measures and academic performance, as well as online vigilance and academic performance. Combined, media use and online vigilance predict 9% of variance in academic performance for our full sample. However, when considering only Namibian students (n = 402), they predict 27% of variance. The study findings raise important questions relating to concerns over the potential impacts of general media use behaviours on academic performance among university students.

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When facebook and finals collide - procrastinatory social media usage predicts enhanced anxiety☆

Cited by 23 publications

References 48 publications

The influence of technology on academic distraction: A review

The influence of technology on academic distraction: A review

Flexible emotion regulatory selection when coping with COVID-19-related threats during quarantine

Media multitasking, online vigilance and academic performance among students in three Southern African countries

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