Problem Technology Use, Academic Performance, and School Connectedness among Adolescents.

Int J Environ Res Public Health

School of Epidemiology and Public Health, University of Ottawa, Ottawa, ON K1G 5Z3, Canada.

Published: February 2022

Background: Little is known about the association between problem technology use in adolescents and school-related outcomes. The purpose of this study was to determine the prevalence of problem technology use and examine its association with academic performance and school connectedness in a sample of students across Ontario, Canada.

Methods: Self-reported data from a sample of 4837 students in grades 9 to 12 (mean age: 15.9 years; 49.5% females) were cross-sectionally analyzed. Ordered logistic regression models were adjusted for important covariates.

Results: We found that 35.8% of students used their screen device for at least 5 h a day and about 18.6% had moderate-to-serious symptoms of problem technology use, a prevalence that was higher in females (22.4%) than males (14.9%). Heavy technology use was differentially associated with lower academic performance and lower levels of school connectedness in males and females. Having moderate-to-serious symptoms of problem technology use was associated with lower academic performance among males (AOR = 0.68, 95% CI = 0.53-0.87) and females (AOR = 0.66, 95% CI = 0.52-0.84). It was also associated with less school connectedness in both males (AOR = 0.65, 95% CI = 0.50-0.86) and females (AOR = 0.63, 95% CI = 0.51-0.78).

Conclusion: Excessive use and problem technology use are highly prevalent among secondary school students, and they are associated with lower academic performance and lower levels of school connectedness.

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Source
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8871851PMC
http://dx.doi.org/10.3390/ijerph19042337DOI Listing

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