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Farghal NS, Islam MS, Dasnadi SP, Alteneiji SO, Awheed AM. The Impact of Social Media on Professional Learning among Undergraduate Dental Students: A Cross-sectional Study. J Contemp Dent Pract 2023; 24:877-886. [PMID: 38238276 DOI: 10.5005/jp-journals-10024-3597] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2024]
Abstract
AIM To explore the advantages and drawbacks of social media (SM) use in undergraduate dental students' education. MATERIALS AND METHODS This cross-sectional study was conducted among 202 undergraduate students at RAK College of Dental Sciences. A questionnaire of 15 questions explored demographic information, the nature of SM used by the participants, the use of SM for educational purposes, and the negative impacts of SM use. Frequencies, percentages, and significant variables were analyzed using Chi-square test at a 95% confidence level (CI) using statistical software [Statistical Package for the Social Sciences (SPSS), version 26.0]. RESULTS Among the participants, 95% were SM users, and 80% had been using it for more than 5 years. 95% use SM regularly, and 70% spend 2-6 hours daily using SM. The primary purpose of using SM was entertainment and communication, mostly Instagram (82.38%), followed by Snapchat (58.49%) and YouTube (47.15%). Furthermore, SM is effective in obtaining new information (85%), and 90% consider clinical procedures on YouTube to be a helpful learning tool. Moreover, 75% of the participants recommended using SM as a learning tool, and 85% of the participants considered SM tutorial videos to be evidence-based. However, 70% of users are concerned about their addiction to using SM during lecture, laboratory, clinic, and examination periods, and 37% of them think spending time on SM can negatively affect their academic performance. CONCLUSION Undergraduate dental students frequently use SM for entertainment, communication, and educational purposes. Nevertheless, the addiction to SM negatively affects the students learning progress. CLINICAL SIGNIFICANCE The use of SM has both a positive and negative impact on undergraduate dental education. Incorporating evidence-based learning components into SM platforms can be useful in dental education. How to cite this article: Farghal NS, Islam MS, Dasnadi SP, et al. The Impact of Social Media on Professional Learning among Undergraduate Dental Students: A Cross-sectional Study. J Contemp Dent Pract 2023;24(11):877-886.
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Affiliation(s)
- Nancy Soliman Farghal
- Department of Endodontics, RAK College of Dental Sciences, RAK Medical & Health Sciences University, Ras Al-Khaimah, United Arab Emirates; Department of Dental Biomaterials, Faculty of Dentistry, Tanta University, Tanta, Egypt, Phone: +971 585398978, e-mail:
| | - Md Sofiqul Islam
- Department of Operative Dentistry, RAK College of Dental Sciences, RAK Medical & Health Sciences University, Ras Al-Khaimah, United Arab Emirates
| | - Shahistha Parveen Dasnadi
- Department of Orthodontics, RAK College of Dental Sciences, RAK Medical & Health Sciences University, Ras Al-Khaimah, United Arab Emirates
| | - Shaikha Omar Alteneiji
- Department of Operative Dentistry, RAK College of Dental Sciences, RAK Medical & Health Sciences University, Ras Al-Khaimah, United Arab Emirates
| | - Ali Mohammed Awheed
- Department of Operative Dentistry, RAK College of Dental Sciences, RAK Medical & Health Sciences University, Ras Al-Khaimah, United Arab Emirates
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Zhuang J, Mou Q, Zheng T, Gao F, Zhong Y, Lu Q, Gao Y, Zhao M. A serial mediation model of social media addiction and college students' academic engagement: the role of sleep quality and fatigue. BMC Psychiatry 2023; 23:333. [PMID: 37173670 PMCID: PMC10176952 DOI: 10.1186/s12888-023-04799-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Accepted: 04/18/2023] [Indexed: 05/15/2023] Open
Abstract
BACKGROUND It has been documented that social media addiction (SMA) has a detrimental effect on college students' academic engagement. However, the mechanisms underlying this association are not well understood. This study aimed to determine the serial mediation effects of sleep quality and fatigue on the relationship between SMA and academic engagement among college students. METHODS A cross-sectional survey was conducted with 2661 college students (43.3% males, mean age = 19.97 years). The participants completed the Bergen Social Media Addiction Scale, the Utrecht Student Work Engagement Scale for Students, the Pittsburgh Sleep Quality Index, and the Fatigue Assessment Scale. The serial mediation effects were examined using Model 6 in the Hayes' PROCESS macro for SPSS. RESULTS The results showed that SMA among college students had a direct negative relationship with their academic engagement (Effect = - 0.051, 95% CI: -0.087 to - 0.015). In addition, sleep quality and fatigue mediated the relationship between SMA and academic engagement both independent and serially, with the independent mediation effect of sleep quality being - 0.031 (95% CI: -0.048 to - 0.016), the independent mediation effect of fatigue being - 0.109 (95% CI: -0.133 to - 0.088), and the serial mediation effect of sleep quality and fatigue being - 0.080 (95% CI: -0.095 to - 0.066). The total indirect effect of the three mediation paths was 80.9%. CONCLUSIONS Decreased academic engagement caused by SMA can be aggravated by poor sleep quality and fatigue. Strengthening supervision and intervention in social media use among college students, supplemented by attention to psychosomatic health, including sleep quality and fatigue could promote their engagement in academic work.
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Affiliation(s)
- Jie Zhuang
- Department of Health Management, School of Public Health, Nantong University, Nantong, Jiangsu, China
| | - Qiaoxing Mou
- Department of Health Management, School of Public Health, Nantong University, Nantong, Jiangsu, China
| | - Tong Zheng
- Department of medical administration, The First Psychiatric Hospital of Harbin, Harbin, Heilongjiang, China
| | - Fei Gao
- Center for Food Safety and School Health, Heilongjiang Provincial Center for Disease Control and Prevention, Harbin, Heilongjiang, China
| | - Yaqin Zhong
- Department of Health Management, School of Public Health, Nantong University, Nantong, Jiangsu, China
| | - Qingyun Lu
- Department of Health Management, School of Public Health, Nantong University, Nantong, Jiangsu, China
| | - Yuexia Gao
- Department of Health Management, School of Public Health, Nantong University, Nantong, Jiangsu, China.
| | - Miaomiao Zhao
- Department of Health Management, School of Public Health, Nantong University, Nantong, Jiangsu, China.
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Zhao L. Social media multitasking and college students' academic performance: A situation–organism–behavior–consequence perspective. PSYCHOLOGY IN THE SCHOOLS 2023. [DOI: 10.1002/pits.22912] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/01/2023]
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Simanjuntak E, Nawangsari NAF, Ardi R. Academic Cyberslacking: Why Do Students Engage in Non-Academic Internet Access During Lectures? Psychol Res Behav Manag 2022; 15:3257-3273. [PMID: 36387038 PMCID: PMC9642801 DOI: 10.2147/prbm.s374745] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2022] [Accepted: 08/18/2022] [Indexed: 11/06/2022] Open
Abstract
Introduction University students, as members of the digital generation, often access the internet for non-academic purposes while attending lectures in the classroom. Internet access for non-academic purposes during lectures is known as academic cyberslacking. This study aims to test the effects of media multitasking, self-efficacy, self-regulation, social media engagement, and Attention, Relevance, Confidence, and Satisfaction (ARCS) motivation, on the engagement in academic cyberslacking by university students. Methods The participants were 1485 university students, who had previously engaged in academic cyberslacking during lectures. The research instruments in this study were an academic cyberslacking scale, a media multitasking self-efficacy scale, a self-regulation scale, a social media engagement scale, and an ARCS motivation scale. The research model and hypotheses are tested using structural equation model (SEM) by Lisrel. Confirmatory factor analysis (CFA) is also used to analyze all the instruments. The respondents’ demographic data were analyzed using SPSS. Results The results showed that it is only media multitasking self-efficacy and social media engagement which have any significant effects regarding academic cyberslacking. Self-regulation and ARCS motivation do not have direct association with academic cyberslacking. Conclusion Students do academic cyberslacking during lectures. Media multitasking self-efficacy and social media engagement can predict students’ academic cyberslacking. It is recommended that students direct their involvement in the digital environment to more constructive efforts during lectures.
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Affiliation(s)
- Ermida Simanjuntak
- Faculty of Psychology, Universitas Katolik Widya Mandala Surabaya, Surabaya, Indonesia
- Correspondence: Ermida Simanjuntak, Faculty of Psychology, Universitas Katolik Widya Mandala Surabaya, Raya Kalisari Selatan no. 1, Pakuwon City, Surabaya, Indonesia, Tel +623199005291 ext. 10908, Email
| | | | - Rahkman Ardi
- Faculty of Psychology, Universitas Airlangga, Surabaya, Indonesia
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Hu W, Mao Y, Huang K, Sun Y. Does Internet Entertainment Reduce the Cognitive Ability of Children? Evidence from the China Education Panel Survey. Behav Sci (Basel) 2022; 12:bs12100364. [PMID: 36285933 PMCID: PMC9598522 DOI: 10.3390/bs12100364] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2022] [Revised: 09/18/2022] [Accepted: 09/21/2022] [Indexed: 11/29/2022] Open
Abstract
Internet technology has been assimilated into children’s educational system on an in-depth level. In particular, the number of children who use the internet for entertainment has been rapidly increasing. However, there has been a debate as to whether internet entertainment can have a detrimental impact on children’s cognitive ability. This paper investigates the effect of internet entertainment on the cognitive ability of children in the Chinese context. The results show no evidence of associations between internet entertainment and children’s cognitive ability. However, the additional analysis provides preliminary evidence suggesting that internet entertainment can be beneficial to children who use it for entertainment only on weekends but detrimental for those who spend leisure time online daily. In addition, the findings are robust in a variety of sensitivity tests. We also examine whether the effects of internet entertainment on children’s cognitive ability in different family environments are heterogeneous. The findings suggest that parents’ internet habits, parents’ internet supervision, parental relationship, family education and living area play a moderating role in the relationship between internet entertainment and children’s cognitive ability. This study offers useful insights into the current global debate on the nexus between internet entertainment and children’s cognitive ability and also provides suggestions for parents, children, regulators and policymakers.
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Affiliation(s)
- Wenxin Hu
- School of Economics and Management, Beijing Institute of Petrochemical Technology, Beijing 102617, China
| | - Yufei Mao
- School of Labor Economics, Capital University of Economics and Business, Beijing 100070, China
| | - Kevin Huang
- School of Accounting, Economics and Finance, University of Wollongong, Sydney, NSW 2522, Australia
| | - Yanqi Sun
- School of Economics and Management, Beijing Institute of Petrochemical Technology, Beijing 102617, China
- Correspondence: ; Tel.: +86-13176517002
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Alhusban A, Mismar T, Al Husban A, Alzoubi KH. Problematic Social Media Use and Academic Performance among University Students: An Evaluation from The Middle East. Open Nurs J 2022. [DOI: 10.2174/18744346-v16-e2207050] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Background:
The widespread use of social media applications generated a problematic behavior of excessive and inappropriate use that has been associated with mental health problems. Available data assessed this behavior using different surrogate markers in certain university majors. This study aims to assess the effect of this behavior on academic performance, using a validated tool, across different majors.
Methods:
A cross-sectional study that randomly recruited university students from three Middle Eastern countries. using an online survey. The study included 277 participants with an average age of 21.53±2.1 years. The problematic social media use (PSMU) was evaluated using the Bergen Social Media Addiction Scale (BSMAS) and academic performance was evaluated using the GPA. Data regarding the demographics and the characteristic of social media use were collected.
Results:
PMSU was identified as an independent predictor of academic performance. The low academic performance group was more likely to use social media applications during the night, which negatively affected the ability to wake up the next day and be ready for exams.
Conclusion:
There is a need for a more large-scale systematic evaluation of the extent of PSMU and its effect on academic performance among university students at both the regional and international levels. These analyses will help in building effective interventions to reduce the impact of PSMU on university students.
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Liu J, Riesch S, Tien J, Lipman T, Pinto-Martin J, O'Sullivan A. Screen Media Overuse and Associated Physical, Cognitive, and Emotional/Behavioral Outcomes in Children and Adolescents: An Integrative Review. J Pediatr Health Care 2022; 36:99-109. [PMID: 34334279 PMCID: PMC10029815 DOI: 10.1016/j.pedhc.2021.06.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/21/2021] [Accepted: 06/10/2021] [Indexed: 11/30/2022]
Abstract
INTRODUCTION Screen media overuse is seen as a public health concern because of its negative effects on child and adolescent health. This integrative literature review examines recent empirical evidence on the relationship between screen media overuse and physical, cognitive, and emotional/behavioral outcomes in children and adolescents. METHODS Empirical research of experimental design, observational studies, and systematic reviews from several data sources was reviewed and synthesized to form the basis of this integrative review. RESULTS Screen media overuse is associated with poor sleep quality, shorter sleep duration, greater likelihood for overweight/obesity, lower executive functioning, poorer academic performance, and increased internalizing and externalizing problems. Bidirectional associations may exist. DISCUSSION Findings support the importance of understanding the impact of screen media use on health and wellbeing. Generating screen time guidelines and developing effective prevention/intervention strategies are critical to mitigating screen media overuse and its adverse outcomes in children and families.
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Wickramanayake L. Social media use by adolescent students of Sri Lanka: impact on learning and behavior. GLOBAL KNOWLEDGE, MEMORY AND COMMUNICATION 2022. [DOI: 10.1108/gkmc-08-2020-0123] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
This study aims to examine the impact of social media on adolescents’ social behavior, personal conduct, interactions, education, communication, attitudes, skills and abilities. In addition, the study seeks to determine the barriers to social media use by adolescents.
Design/methodology/approach
A convenience sampling technique was used to draw a sample of 300 adolescents from three educational zones in Sri Lanka. A questionnaire survey method was applied to collect raw data and descriptive and inferential statistics were used for the analysis.
Findings
Among the given different social media, YouTube was the most preferred social media for adolescents. Although the majority of adolescents used mobile phones to access social media, they were not high social media users. The impact of social media on adolescents’ education and communication was significantly positive although their intellectual involvement with social media communities was rather low. The use of social media had not decreased the time devoted to studies or seriously complicated adolescents’ social life or encouraged them toward violence and conflict. There was no indication that social media had led to them experiencing mental confusion, health problems, disorderly conduct, social imbalance or suicide.
Originality/value
This study helps to reduce the literature gap of pertinent literature because there is little research information available on social media use in Sri Lanka. Almost all studies based in Sri Lanka in relation to social media have been poorly designed or published in predatory journals. The findings of the present study should be a timely and important resource for policymakers in education, teachers in both government and private schools and many stakeholders not only in Sri Lanka but also in other similar nations.
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Ucar I, Gramaglia M, Fiore M, Smoreda Z, Moro E. News or social media? Socio-economic divide of mobile service consumption. J R Soc Interface 2021; 18:20210350. [PMID: 34847793 PMCID: PMC8633779 DOI: 10.1098/rsif.2021.0350] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2021] [Accepted: 11/08/2021] [Indexed: 11/12/2022] Open
Abstract
Reliable and timely information on socio-economic status and divides is critical to social and economic research and policing. Novel data sources from mobile communication platforms have enabled new cost-effective approaches and models to investigate social disparity, but their lack of interpretability, accuracy or scale has limited their relevance to date. We investigate the divide in digital mobile service usage with a large dataset of 3.7 billion time-stamped and geo-referenced mobile traffic records in a major European country, and find profound geographical unevenness in mobile service usage-especially on news, e-mail, social media consumption and audio/video streaming. We relate such diversity with income, educational attainment and inequality, and reveal how low-income or low-education areas are more likely to engage in video streaming or social media and less in news consumption, information searching, e-mail or audio streaming. The digital usage gap is so large that we can accurately infer the socio-economic status of a small area or even its Gini coefficient only from aggregated data traffic. Our results make the case for an inexpensive, privacy-preserving, real-time and scalable way to understand the digital usage divide and, in turn, poverty, unemployment or economic growth in our societies through mobile phone data.
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Affiliation(s)
- Iñaki Ucar
- UC3M-Santander Big Data Institute, Universidad Carlos III de Madrid, Getafe 28903, Spain
| | - Marco Gramaglia
- UC3M-Santander Big Data Institute, Universidad Carlos III de Madrid, Getafe 28903, Spain
- Department of Telematic Engineering, Universidad Carlos III de Madrid, Leganés 28911, Spain
| | - Marco Fiore
- IMDEA Networks Institute, Leganés 28918, Spain
| | - Zbigniew Smoreda
- Sociology and Economics of Networks and Services Department, Orange Innovation, Châtillon 92320, France
| | - Esteban Moro
- UC3M-Santander Big Data Institute, Universidad Carlos III de Madrid, Getafe 28903, Spain
- Department of Mathematics, Grupo Interdisciplinar de Sistemas Complejos, Universidad Carlos III de Madrid, Leganés 28911, Spain
- Connection Science, Institute for Data Science and Society, MIT, Cambridge, MA 02139, USA
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DeLaney EN, Williams CD, Jones SCT, Corley NA, Lozada FT, Walker CJ, Dick DM. Black College Students’ Ethnic Identity and Academic Achievement: Examining Mental Health and Racial Discrimination as Moderators. JOURNAL OF BLACK PSYCHOLOGY 2021. [DOI: 10.1177/00957984211034268] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The purpose of the current study was to test the role that components of ethnic identity (i.e., exploration and resolution) play in academic achievement, and to examine mental health, racial discrimination, and gender as moderators of these associations among Black college students. Participants included 341 college students who identified as a Black/African American female or male ( M age = 18.4; SD = .34), and completed measures of ethnic identity, perceived racial discrimination, and mental health. Results indicated that higher levels of ethnic identity exploration were associated with a lower grade point average (GPA) among males with higher levels of depressive symptoms, but not among males with lower levels of depressive symptoms. Similarly, higher levels of ethnic identity resolution were associated with a lower GPA among males with higher levels of anxiety symptoms, but not males with lower levels of anxiety symptoms. Findings may have implications for clinical and educational interventions by highlighting the nuanced ways that ethnic identity, mental health, and gender affect Black college students’ academic achievement.
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Affiliation(s)
- Eryn N. DeLaney
- Department of Psychology, Virginia Commonwealth University, Richmond, VA, USA
| | - Chelsea D. Williams
- Department of Psychology, Virginia Commonwealth University, Richmond, VA, USA
| | - Shawn C. T. Jones
- Department of Psychology, Virginia Commonwealth University, Richmond, VA, USA
| | - Nicole A. Corley
- Department of Social Work, Virginia Commonwealth University, Richmond, VA, USA
| | - Fantasy T. Lozada
- Department of Psychology, Virginia Commonwealth University, Richmond, VA, USA
| | - Chloe J. Walker
- Department of Psychology, Virginia Commonwealth University, Richmond, VA, USA
| | - Danielle M. Dick
- Department of Psychology, Virginia Commonwealth University, Richmond, VA, USA
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Pans M, González LM, Úbeda-Colomer J, Devís-Devís J. Screen time among Spanish university students with disabilities: a self-organizing maps analysis. BMC Public Health 2019; 19:995. [PMID: 31340784 PMCID: PMC6657083 DOI: 10.1186/s12889-019-7339-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2019] [Accepted: 07/18/2019] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Screen time can play a significant role in the health and quality of life of people with disabilities. However, there is a lack of studies on this issue among people with disabilities, and even fewer in the university setting. Thus, the aim of our study was to explore the relationships between screen time, disability grade, body mass index (BMI), physical activity and sociodemographic variables (gender and socioeconomic status) in university students with different disabilities. METHODS A cross-sectional study was conducted on a sample of 1091 students with disabilities from 55 Spanish universities. Instruments used for data gathering were the Adolescent Sedentary Activity Questionnaire (ASAQ) and the International Physical Activity Questionnaire-Short Form (IPAQ-SF). A Self-Organizing Maps (SOM) analysis was carried out to explore the relationships between the variables under study. RESULTS Participants reported high values in overall screen time (5.45 h per day/week), with computers being the media most used (2.45 h per day/week). The SOM analysis showed slightly higher screen time values in women than men. People with a high disability grade spent less screen time than those with lower disability grade. Contradictory results exist when a group of men with the highest BMI had the highest screen time and the lowest physical activity (PA) while women with low BMI show the highest screen time and PA. CONCLUSIONS Gender and disability grade played a moderating role in screen time among people with disabilities while BMI and PA do not play such a role.
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Affiliation(s)
- Miquel Pans
- Departament d'Educació Física i Esportiva, Universitat de València, C/ Gascó Oliag, 3, 46010, València, Spain
| | - Luis-Millán González
- Departament d'Educació Física i Esportiva, Universitat de València, C/ Gascó Oliag, 3, 46010, València, Spain
| | - Joan Úbeda-Colomer
- Departament d'Educació Física i Esportiva, Universitat de València, C/ Gascó Oliag, 3, 46010, València, Spain
| | - José Devís-Devís
- Departament d'Educació Física i Esportiva, Universitat de València, C/ Gascó Oliag, 3, 46010, València, Spain.
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Hosein A. Girls' video gaming behaviour and undergraduate degree selection: A secondary data analysis approach. COMPUTERS IN HUMAN BEHAVIOR 2019. [DOI: 10.1016/j.chb.2018.10.001] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Do Mothers with Lower Socioeconomic Status Contribute to the Rate of All-Cause Child Mortality in Kazakhstan? BIOMED RESEARCH INTERNATIONAL 2018; 2018:3629109. [PMID: 29651427 PMCID: PMC5832164 DOI: 10.1155/2018/3629109] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/18/2017] [Accepted: 01/16/2018] [Indexed: 11/29/2022]
Abstract
Background This study aimed to explore whether or not mothers with higher educational and wealth status report lower rate of child mortality compared to those with less advantageous socioeconomic situation. Methods Data used were cross-sectional and collected from Multiple Indicator Cluster Survey in Kazakhstan conducted in 2015. Subjects experiencing childbirth were 9278 women aging between 15 and 49 years. The associations between maternal education and household wealth status with child mortality were examined by multivariate analytical methods. Results The overall prevalence of child mortality was 6.7%, with noticeable variations across the different regions. Compared with women who had the highest educational status, those with upper and lower secondary were 1.47 and 1.89 times more likely to experience child death. Women in the lowest and second lowest wealth quintile had 2.74 and 2.68 times higher odds of experiencing child death compared with those in the richest wealth status households. Conclusions Policy makers pay special attention to improving socioeconomic status of the mothers in an effort to reduce child mortality in the country. Women living in the disadvantaged regions with poor access to quality health care services should be regarded as a top priority.
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Rozgonjuk D, Saal K, Täht K. Problematic Smartphone Use, Deep and Surface Approaches to Learning, and Social Media Use in Lectures. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2018; 15:ijerph15010092. [PMID: 29316697 PMCID: PMC5800191 DOI: 10.3390/ijerph15010092] [Citation(s) in RCA: 55] [Impact Index Per Article: 9.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/22/2017] [Revised: 12/28/2017] [Accepted: 01/04/2018] [Indexed: 11/16/2022]
Abstract
Several studies have shown that problematic smartphone use (PSU) is related to detrimental outcomes, such as worse psychological well-being, higher cognitive distraction, and poorer academic outcomes. In addition, many studies have shown that PSU is strongly related to social media use. Despite this, the relationships between PSU, as well as the frequency of social media use in lectures, and different approaches to learning have not been previously studied. In our study, we hypothesized that both PSU and the frequency of social media use in lectures are negatively correlated with a deep approach to learning (defined as learning for understanding) and positively correlated with a surface approach to learning (defined as superficial learning). The study participants were 415 Estonian university students aged 19-46 years (78.8% females; age M = 23.37, SD = 4.19); the effective sample comprised 405 participants aged 19-46 years (79.0% females; age M = 23.33, SD = 4.21). In addition to basic socio-demographics, participants were asked about the frequency of their social media use in lectures, and they filled out the Estonian Smartphone Addiction Proneness Scale and the Estonian Revised Study Process Questionnaire. Bivariate correlation analysis showed that PSU and the frequency of social media use in lectures were negatively correlated with a deep approach to learning and positively correlated with a surface approach to learning. Mediation analysis showed that social media use in lectures completely mediates the relationship between PSU and approaches to learning. These results indicate that the frequency of social media use in lectures might explain the relationships between poorer academic outcomes and PSU.
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Affiliation(s)
- Dmitri Rozgonjuk
- Institute of Psychology, University of Tartu, Tartu 50409, Estonia.
- Department of Psychology, University of Toledo, Toledo, OH 43606, USA.
| | - Kristiina Saal
- Institute of Psychology, University of Tartu, Tartu 50409, Estonia.
| | - Karin Täht
- Institute of Psychology, University of Tartu, Tartu 50409, Estonia.
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Simcharoen S, Pinyopornpanish M, Haoprom P, Kuntawong P, Wongpakaran N, Wongpakaran T. Prevalence, associated factors and impact of loneliness and interpersonal problems on internet addiction: A study in Chiang Mai medical students. Asian J Psychiatr 2018; 31:2-7. [PMID: 29306727 DOI: 10.1016/j.ajp.2017.12.017] [Citation(s) in RCA: 36] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/30/2017] [Revised: 12/05/2017] [Accepted: 12/26/2017] [Indexed: 12/11/2022]
Abstract
INTRODUCTION Internet addiction is common among medical students, and the prevalence is higher than the general population. Identifying and creating solutions for this problem is important. The aim of this study was to examine the prevalence and associated factors, particularly loneliness and interpersonal problems among Chiang Mai medical students. MATERIALS AND METHODS Of 324 first to sixth year medical students, 56.8% comprised females with a mean age of 20.88 (SD 1.8). All completed questionnaires related to the objectives and activities of internet use, the Young Internet Addiction Test, the UCLA loneliness scale, and the Interpersonal Problems Inventory were employed to identify internet addiction. RESULTS In all, 36.7% of the subjects exhibited internet addiction, mostly at mild level. Amount of time used daily, loneliness and interpersonal problems were strong predictors (beta = 0.441, p < 0.05, beta = 0.219, p < 0.001 and beta = 0.203 p < 0.001, respectively), whereas age and sex were not. All objectives of using internet contributed to the variance of internet addiction score. For internet activities, only non-academic or studying contributed. The final model accounted for 42.8% of total variance of the internet addiction score. CONCLUSION Even though most addiction was at a mild level, careful strategies should be applied to better understand the situation. Along with a screening for potential internet addiction among medical students, attention should be paid to identifying those who experience loneliness and interpersonal problems, because both are strong predictors that can be improved by a variety of appropriate intervention.
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Affiliation(s)
- Sutapat Simcharoen
- Department of Psychiatry, Faculty of Medicine, Chiang Mai University, Chiang Mai, Thailand
| | - Manee Pinyopornpanish
- Department of Psychiatry, Faculty of Medicine, Chiang Mai University, Chiang Mai, Thailand
| | | | - Pimolpun Kuntawong
- Department of Psychiatry, Faculty of Medicine, Chiang Mai University, Chiang Mai, Thailand
| | - Nahathai Wongpakaran
- Department of Psychiatry, Faculty of Medicine, Chiang Mai University, Chiang Mai, Thailand
| | - Tinakon Wongpakaran
- Department of Psychiatry, Faculty of Medicine, Chiang Mai University, Chiang Mai, Thailand.
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Marker C, Gnambs T, Appel M. Active on Facebook and Failing at School? Meta-Analytic Findings on the Relationship Between Online Social Networking Activities and Academic Achievement. EDUCATIONAL PSYCHOLOGY REVIEW 2017. [DOI: 10.1007/s10648-017-9430-6] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Lau WW. Effects of social media usage and social media multitasking on the academic performance of university students. COMPUTERS IN HUMAN BEHAVIOR 2017. [DOI: 10.1016/j.chb.2016.11.043] [Citation(s) in RCA: 160] [Impact Index Per Article: 22.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Ito M, Kawahara JI. Effect of the Presence of a Mobile Phone during a Spatial Visual Search. JAPANESE PSYCHOLOGICAL RESEARCH 2016. [DOI: 10.1111/jpr.12143] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Lizandra J, Devís-Devís J, Pérez-Gimeno E, Valencia-Peris A, Peiró-Velert C. Does Sedentary Behavior Predict Academic Performance in Adolescents or the Other Way Round? A Longitudinal Path Analysis. PLoS One 2016; 11:e0153272. [PMID: 27055121 PMCID: PMC4824448 DOI: 10.1371/journal.pone.0153272] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2015] [Accepted: 03/25/2016] [Indexed: 11/18/2022] Open
Abstract
This study examined whether adolescents' time spent on sedentary behaviors (academic, technological-based and social-based activities) was a better predictor of academic performance than the reverse. A cohort of 755 adolescents participated in a three-year period study. Structural Equation Modeling techniques were used to test plausible causal hypotheses. Four competing models were analyzed to determine which model best fitted the data. The Best Model was separately tested by gender. The Best Model showed that academic performance was a better predictor of sedentary behaviors than the other way round. It also indicated that students who obtained excellent academic results were more likely to succeed academically three years later. Moreover, adolescents who spent more time in the three different types of sedentary behaviors were more likely to engage longer in those sedentary behaviors after the three-year period. The better the adolescents performed academically, the less time they devoted to social-based activities and more to academic activities. An inverse relationship emerged between time dedicated to technological-based activities and academic sedentary activities. A moderating auto-regressive effect by gender indicated that boys were more likely to spend more time on technological-based activities three years later than girls. To conclude, previous academic performance predicts better sedentary behaviors three years later than the reverse. The positive longitudinal auto-regressive effects on the four variables under study reinforce the 'success breeds success' hypothesis, with academic performance and social-based activities emerging as the strongest ones. Technological-based activities showed a moderating effect by gender and a negative longitudinal association with academic activities that supports a displacement hypothesis. Other longitudinal and covariate effects reflect the complex relationships among sedentary behaviors and academic performance and the need to explore these relationships in depth. Theoretical and practical implications for school health are outlined.
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Affiliation(s)
- Jorge Lizandra
- Departament d’Educació Física i Esportiva, Universitat de València, Valencia, Spain
| | - José Devís-Devís
- Departament d’Educació Física i Esportiva, Universitat de València, Valencia, Spain
- * E-mail:
| | - Esther Pérez-Gimeno
- Departament de Didàctica de l’Expressió Musical, Plàstica i Corporal, Universitat de València, Valencia, Spain
| | - Alexandra Valencia-Peris
- Departament de Didàctica de l’Expressió Musical, Plàstica i Corporal, Universitat de València, Valencia, Spain
| | - Carmen Peiró-Velert
- Departament de Didàctica de l’Expressió Musical, Plàstica i Corporal, Universitat de València, Valencia, Spain
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Coccia C, Darling CA. Having the Time of Their Life: College Student Stress, Dating and Satisfaction with Life. Stress Health 2016; 32:28-35. [PMID: 24723539 DOI: 10.1002/smi.2575] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/20/2013] [Revised: 01/29/2014] [Accepted: 03/09/2014] [Indexed: 11/05/2022]
Abstract
A cross-sectional design based on the family ecosystem framework was used to examine how students' time spent engaging in social interactions and personal behaviours was related to dating, stress and satisfaction with life. The data were extracted from the Parental Indulgence of Emerging Adults study and consisted of 534 students at a southeastern university. The findings indicated that the amount of time involved in non-verbal social interactions, such as texting and social networking, along with solitary activities, such as watching TV and studying, was negatively related to students' life satisfaction. In comparison, being in a relationship and talking to people on the phone were positively related to students' life satisfaction. These results have implications for family and health professionals along with university wellness centres that facilitate student health by incorporating preventative measures to help students deal with their stress.
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Affiliation(s)
- Catherine Coccia
- Department of Nutrition and Dietetics, Robert Stempel College of Public Health & Social Work, Florida International University, Miami, FL, USA
| | - Carol A Darling
- Department of Family and Child Sciences, College of Human Sciences, Florida State University, Tallahassee, FL, USA
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Thornton B, Faires A, Robbins M, Rollins E. The Mere Presence of a Cell Phone May be Distracting. SOCIAL PSYCHOLOGY 2014. [DOI: 10.1027/1864-9335/a000216] [Citation(s) in RCA: 127] [Impact Index Per Article: 12.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Research consistently demonstrates the active use of cell phones, whether talking or texting, to be distracting and contributes to diminished performance when multitasking (e.g., distracted driving or walking). Recent research also has indicated that simply the presence of a cell phone and what it might represent (i.e., social connections, broader social network, etc.) can be similarly distracting and have negative consequences in a social interaction. Results of two studies reported here provide further evidence that the “mere presence” of a cell phone may be sufficiently distracting to produce diminished attention and deficits in task-performance, especially for tasks with greater attentional and cognitive demands. The implications for such an unintended negative consequence may be quite wide-ranging (e.g., productivity in school and the work place).
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