Dataset Information

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

ABSTRACT: This study examined differences by age, gender, and race/ethnicity in the use of technology and interactive social media from 2013-2016 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/ethnicity 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.

SUBMITTER: Tang S

PROVIDER: S-EPMC6223659 | biostudies-literature | 2018 Sep

REPOSITORIES: biostudies-literature

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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.

Tang Sandra S Patrick Megan E ME

Computers in human behavior 20180414

This study examined differences by age, gender, and race/ethnicity in the use of technology and interactive social media from 2013-2016 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 ...[more]

PMID: 30416253

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Project description:BackgroundAnxiety and mood disorders are the most common mental illnesses, peaking during adolescence and affecting approximately 25% of Canadians aged 14-17 years. If not successfully treated at this age, they often persist into adulthood, exerting a great social and economic toll. Given the long-term impact, finding ways to increase the success and cost-effectiveness of mental health care is a pressing need. Cognitive behavior therapy (CBT) is an evidence-based treatment for mood and anxiety disorders throughout the lifespan. Mental health technologies can be used to make such treatments more successful by delivering them in a format that increases utilization. Young people embrace technologies, and many want to actively manage their mental health. Mobile software apps have the potential to improve youth adherence to CBT and, in turn, improve outcomes of treatment.ObjectiveThe purpose of this project is to improve homework adherence in CBT for youth anxiety and/or depression. The objectives are to (1) design and optimize the usability of a mobile app for delivering the homework component of CBT for youth with anxiety and/or depression, (2) assess the app's impact on homework completion, and (3) implement the app in CBT programs. We hypothesize that homework adherence will be greater in the app group than in the no-app group.MethodsPhase 1: exploratory interviews will be conducted with adolescents and therapists familiar with CBT to obtain views and perspectives on the requirements and features of a usable app and the challenges involved in implementation. The information obtained will guide the design of a prototype. The prototype will be optimized via think-aloud procedures involving an iterative process of evaluation, modification, and re-evaluation, culminating in a fully functional version of the prototype that is ready for optimization in a clinical context. Phase 2: a usability study will be conducted to optimize the prototype in the context of treatment at clinics that provide CBT treatment for youth with anxiety and/or depression. This phase will result in a usable app that is ready to be tested for its effectiveness in increasing homework adherence. Phase 3: a pragmatic clinical trial will be conducted at several clinics to evaluate the impact of the app on homework adherence. Participants in the app group are expected to show greater homework completion than those in the no-app group.ResultsPhase 3 will be completed by September 2019.ConclusionsThe app will be a unique adjunct to treatment for adolescents in CBT, focusing on both anxiety and depression, developed in partnership with end users at every stage from design to implementation, customizable for different cognitive profiles, and designed with depression symptom tracking measures for youth made interoperable with electronic medical records.

Dataset Information

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

Publications

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

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