Media use, attention, mental health and academic performance among 8 to 12 year old children

The rise in digital media consumption, especially among children, raises the societal question of its impact on cognition, mental health and academic achievement. Here, we investigate three different ways of measuring technology use-—total hours of media consumed, hours of video game play and number...

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Autores principales:	Pedro Cardoso-Leite, Albert Buchard, Isabel Tissieres, Dominic Mussack, Daphne Bavelier
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/90a69681a037408f83a627047bf2d815
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spelling	oai:doaj.org-article:90a69681a037408f83a627047bf2d8152021-11-25T06:19:46ZMedia use, attention, mental health and academic performance among 8 to 12 year old children1932-6203https://doaj.org/article/90a69681a037408f83a627047bf2d8152021-01-01T00:00:00Zhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC8598050/?tool=EBIhttps://doaj.org/toc/1932-6203The rise in digital media consumption, especially among children, raises the societal question of its impact on cognition, mental health and academic achievement. Here, we investigate three different ways of measuring technology use-—total hours of media consumed, hours of video game play and number of media used concurrently—-in 118 eight-to-twelve year-old children. At stake is the question of whether different technology uses have different effects, which could explain some of the past mixed findings. We collected data about children’s media uses as well as (i) attentional and behavioral control abilities, (ii) psychological distress, psychosocial functioning, and sleep, and (iii) academic achievement and motivation. While attentional control abilities were assessed using both cognitive tests and questionnaires, mental health and sleep were all questionnaire-based. Finally, academic performance was based on self-reported grades, with motivational variables being measured through the grit and the growth-mindset questionnaires. We present partial correlation analyses and construct a psychological network to assess the structural associations between different forms of media consumption and the three categories of measures. We observe that children consume large amounts of media and media multitask substantially. Partial correlation analyses show that media multitasking specifically was mostly correlated with negative mental health, while playing video games was associated with faster responding and better mental health. No significant partial correlations were observed for total hours on media. Psychological network analysis complement these first results by indicating that all three ways of consuming technology are only indirectly related to self-reported grades. Thus, technology uses appear to only indirectly relate to academic performance, while more directly affecting mental health. This work emphasizes the need to differentiate among technology uses if one is to understand how every day digital consumption impacts human behavior.Pedro Cardoso-LeiteAlbert BuchardIsabel TissieresDominic MussackDaphne BavelierPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 16, Iss 11 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Pedro Cardoso-Leite Albert Buchard Isabel Tissieres Dominic Mussack Daphne Bavelier Media use, attention, mental health and academic performance among 8 to 12 year old children
description	The rise in digital media consumption, especially among children, raises the societal question of its impact on cognition, mental health and academic achievement. Here, we investigate three different ways of measuring technology use-—total hours of media consumed, hours of video game play and number of media used concurrently—-in 118 eight-to-twelve year-old children. At stake is the question of whether different technology uses have different effects, which could explain some of the past mixed findings. We collected data about children’s media uses as well as (i) attentional and behavioral control abilities, (ii) psychological distress, psychosocial functioning, and sleep, and (iii) academic achievement and motivation. While attentional control abilities were assessed using both cognitive tests and questionnaires, mental health and sleep were all questionnaire-based. Finally, academic performance was based on self-reported grades, with motivational variables being measured through the grit and the growth-mindset questionnaires. We present partial correlation analyses and construct a psychological network to assess the structural associations between different forms of media consumption and the three categories of measures. We observe that children consume large amounts of media and media multitask substantially. Partial correlation analyses show that media multitasking specifically was mostly correlated with negative mental health, while playing video games was associated with faster responding and better mental health. No significant partial correlations were observed for total hours on media. Psychological network analysis complement these first results by indicating that all three ways of consuming technology are only indirectly related to self-reported grades. Thus, technology uses appear to only indirectly relate to academic performance, while more directly affecting mental health. This work emphasizes the need to differentiate among technology uses if one is to understand how every day digital consumption impacts human behavior.
format	article
author	Pedro Cardoso-Leite Albert Buchard Isabel Tissieres Dominic Mussack Daphne Bavelier
author_facet	Pedro Cardoso-Leite Albert Buchard Isabel Tissieres Dominic Mussack Daphne Bavelier
author_sort	Pedro Cardoso-Leite
title	Media use, attention, mental health and academic performance among 8 to 12 year old children
title_short	Media use, attention, mental health and academic performance among 8 to 12 year old children
title_full	Media use, attention, mental health and academic performance among 8 to 12 year old children
title_fullStr	Media use, attention, mental health and academic performance among 8 to 12 year old children
title_full_unstemmed	Media use, attention, mental health and academic performance among 8 to 12 year old children
title_sort	media use, attention, mental health and academic performance among 8 to 12 year old children
publisher	Public Library of Science (PLoS)
publishDate	2021
url	https://doaj.org/article/90a69681a037408f83a627047bf2d815
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Media use, attention, mental health and academic performance among 8 to 12 year old children

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