Technology and interactive social media use among 8th and 10th graders in the U.S. and associations with homework and school grades

Sandra Tang; Megan E. Patrick

doi:10.1016/j.chb.2018.04.025

Technology and interactive social media use among 8th and 10th graders in the U.S. and associations with homework and school grades

Sandra Tang, Megan E. Patrick

Research output: Contribution to journal › Article › peer-review

18 Scopus citations

Abstract

This study examined differences by age, gender, and race/ethnicity in the use of technology and interactive social media from 2013 to 2016 using data from nationally-representative samples of U.S. 8th and 10th graders (N = 40,389). Results indicated that 8th graders watch TV and play video games more than 10th graders; boys play more video games and use interactive social media less than girls; and Black adolescents use most forms of media more often than those from other race/ethnic groups, with the exception of using the computer for school reported most often by Asian adolescents. Mean differences showed that adolescents who spend more time on homework spend more time using the computer for school, and spend less time watching weekday TV, playing video games, and talking on the phone. Adolescents with higher grades spend more time using the computer for school and spend less time on all other types of technology and interactive social media, except for watching weekend TV. Multivariable logistic regression results indicate that watching TV on a weekday was consistently negatively associated with academic outcomes and using the computer for school was consistently positively associated with academic outcomes.

Original language	English (US)
Pages (from-to)	34-44
Number of pages	11
Journal	Computers in Human Behavior
Volume	86
DOIs	https://doi.org/10.1016/j.chb.2018.04.025
State	Published - Sep 2018

Bibliographical note

Funding Information:
Funding Source: Development of this manuscript was supported by research grants R01DA037902 from the National Institute on Drug Abuse and R01AA023504 from the National Institute on Alcohol Abuse and Alcoholism (both to the second author). Data collection and manuscript preparation was supported by research grant R01DA001411 from the National Institute on Drug Abuse . The study sponsors had no role in the study design, collection, analysis or interpretation of the data, writing of the manuscript, or the decision to submit the paper for publication. The content is solely the responsibility of the authors and does not necessarily represent the official views of the study sponsors.

Publisher Copyright:
© 2018 Elsevier Ltd

Keywords

Adolescence
Grades
Homework
Social media
Technology
Television

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10.1016/j.chb.2018.04.025

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6223659

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abstract = "This study examined differences by age, gender, and race/ethnicity in the use of technology and interactive social media from 2013 to 2016 using data from nationally-representative samples of U.S. 8th and 10th graders (N = 40,389). Results indicated that 8th graders watch TV and play video games more than 10th graders; boys play more video games and use interactive social media less than girls; and Black adolescents use most forms of media more often than those from other race/ethnic groups, with the exception of using the computer for school reported most often by Asian adolescents. Mean differences showed that adolescents who spend more time on homework spend more time using the computer for school, and spend less time watching weekday TV, playing video games, and talking on the phone. Adolescents with higher grades spend more time using the computer for school and spend less time on all other types of technology and interactive social media, except for watching weekend TV. Multivariable logistic regression results indicate that watching TV on a weekday was consistently negatively associated with academic outcomes and using the computer for school was consistently positively associated with academic outcomes.",

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Technology and interactive social media use among 8th and 10th graders in the U.S. and associations with homework and school grades

Abstract

Bibliographical note

Keywords

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