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Dec 6, 2023
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November 27, y
Activities Program research Report
Activities Program Research Report
Brigham Young University Idaho
John Isaacson
November 9, 2023
November 27, y
Activities Program research Report
Introduction
The central focus of this research revolves around the intricate relationship between adolescents, their screen time habits, and their mental well-being. This subject matter has become a compelling and essential area of investigation in contemporary research, driven by the growing prevalence of digital technologies in young individuals' lives. Our inquiry hinges on understanding how the extent of screen time usage, whether excessive or minimal, impacts the emotional well-being of adolescents.
Previous research in this domain has revealed some intriguing findings. Przybylski and Weinstein
(2017) introduced the concept of a "Goldilocks zone," emphasizing the need for a balanced approach to screen time. Their findings suggest that excessive use or complete avoidance of screens may not necessarily align with optimal well-being, underlining the significance of moderation. Expanding on this concept, Best et al. (2014) delved deeper into the relationship between screen time and mental well-being, characterizing it as quadratic. This approach underscores the critical role of moderation in technology usage, indicating that a simple linear understanding falls short of capturing the complex nuances in this connection.
However, Galpin and Taylor's systematic review (2018) demonstrated the diversity of outcomes regarding the impact of digital technology on adolescent well-being. Their research unveiled a range of results, including both positive and negative effects, reflecting the complex and multifaceted nature of this relationship. This diversity underscores the necessity of considering various factors, such as timing and context, in evaluating the effects of screen time on mental health.
Research has identified a notable decline in the psychological well-being of American adolescents (Twenge et al., 2018). Our study seeks to investigate the potential link between this decline and the rise of smartphone technology, focusing on screen time habits, to better understand its impact on adolescents' emotional well-being. This research is especially relevant to the diverse student population at Brigham Young University Idaho (BYUI), aiming to inform strategies for fostering healthier technology usage and emotional well-being.
Considering these prior findings, our specific research question centers on the correlation between screen time usage, and the emotional well-being of adolescents, with a particular focus on the diverse student population at Brigham Young University Idaho (BYUI). We aim to investigate whether the experiences of BYUI students align with the broader research trends or exhibit unique characteristics in the context of screen time and emotional well-being.
Our research endeavors to provide insights into how screen time influences the emotional well-
being of BYUI students. The recommendation stemming from this study will shed light on the need for a nuanced approach, emphasizing moderation rather than extremes in screen time usage. The aim is to foster healthier relationships with digital devices, fostering the well-being of the diverse student population at BYUI while acknowledging the multifaceted nature of this
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Activities Program research Report
connection. Ultimately, our research is poised to inform strategies that enhance well-being and technology-related behaviors among the students at BYUI, recognizing their unique characteristics in this intricate relationship between screen time and emotional health.
Methods
Participants
This study involved 502 students enrolled in ENG 301 at Brigham Young University Idaho. The participants completed a self-reported survey, representing a diverse group with varying backgrounds and demographics.
Survey Design
The survey utilized a carefully structured design to gather comprehensive data on participants' emotional states and their engagement in various activities and digital behaviors. To assess emotional states, we incorporated the Positive and Negative Affect Schedule-General (PANAS-
GEN), adapted from Twenge et al. (2018). Participants were asked to rate their typical emotional
experiences on a five-point scale, ranging from "Very slightly or not at all" to "Extremely."
The questionnaire was organized into distinct sections:
1.
Emotions
: The first section focused on assessing emotional well-being.
2.
Social Activities
: The second section aimed to capture the extent of participants' engagement in various social activities.
3.
Daily Time Allocation
: The third section gathered data on how participants allocated their time to different activities throughout the day.
4.
Internet Usage
: The fourth section focused on participants' internet usage habits.
5.
Phone Usage Patterns
: The final section delved into mobile phone usage patterns and behaviors.
This multifaceted structure allowed for the comprehensive collection of data on emotional states, social engagement, daily activities, internet usage, and mobile phone behaviors, providing a rich dataset for the analysis of the relationship between emotional well-being and technology use among BYU students.
Survey Analysis
In the wellness section, respondents' values were totaled to calculate a wellness score for each participant, which ranged from 20 to 100. These scores were categorized into three distinct levels: low (20-60), medium (61-79), and high (80-100), allowing for a nuanced understanding of
the emotional well-being distribution among the participants.
For other survey questions, the responses were carefully coded and recorded. Data was then organized into comprehensive tables that featured distinct columns for total response counts
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Activities Program research Report
and wellness level categorization. This systematic approach enabled a comprehensive presentation of the counts and percentages of respondents within each wellness level for each specific question option, offering a detailed insight into the distribution and trends of participant responses.
The comprehensive analysis of the survey data was conducted using Excel, to ensure accuracy and reliability in the interpretation of the results. This rigorous analytical approach allowed for a
thorough exploration of the intricate connections between the participants' emotional well-
being, their engagement in different activities, and their digital behaviors, providing valuable insights into the complex relationship between screen time usage and emotional well-being among the diverse student population at Brigham Young University Idaho (BYUI).
Results
The following section presents the key findings from the survey data, organized according to relevant categories and topics, in response to the central question posed by our client.
Phone Use and Wellness Scores:
Individuals who primarily use their phones for communication (e.g., texting) tend to report higher wellness scores, with 51.2% of those in the "High" wellness score category.
Those who use their phones for gaming and entertainment purposes (e.g., gaming and social media scrolling) exhibit a higher percentage of "Low" wellness scores (See Figure 1).
Surfing and Exploring
Working
Passing Time
Playing Games
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
Which of the following best characterizes your phone use? - Percentages of Wellness Categories
High
Medium
Low
Figure 1
Reading Habits and Wellness Scores:
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Activities Program research Report
Respondents who engage in reading as an activity tend to have higher wellness scores, with 2.02 hours of reading on average for "High" wellness scorers (See Figure 2).
Nev
er
Few times year
Once or twice
m
onth
At least once a week
Almost eve
ryday
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
Read for pleasure/fun - Percentages of Wellness Categories
High
Medium
Low
Figure 2
Frequency of Religious Activity and Wellness Scores:
Participants who attend religious services or engage in religious study at least once a week have a significantly higher percentage of "High" wellness scores (48.8%) and a lower percentage of "Low" wellness scores (15.5%) ( See Figure 3).
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
Attend religious services or participate in religious study - Percentages of Wellness Categories
High
Medium
Low
Figure 3.
Time Allocation and Wellness Scores:
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Activities Program research Report
Those who interact socially face-to-face for more extended periods have a higher representation in the "high" wellness score category (See Figure 4).
Individuals with a "medium" wellness score category tend to spend the most time on activities like homework and work, suggesting a possible relationship between workload and wellness (See Figure 4).
It is interesting to note that those with a “Low” wellness scores spend more time utilizing technology than their “High” and “Medium” wellness score peers. While respondents with a “high” wellness score spent more of their time on homework, work, and interacting socially face to face with others. Those who had “medium wellness scores tended to pursue many of the varying activities (see Figure 4).
0.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
About how many hours a day do you spend on each of the following activities? - Averages by Wellness Scores
High
Medium
Low
Figure 4.
Discussion
The relationship between phone use, reading, religious activity, social interaction, time allocation, and gaming and wellness scores is presented in the accompanying tables and graphics, allowing for a more comprehensive understanding of the data. These findings offer
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Activities Program research Report
insights into the potential correlations between lifestyle factors and self-reported wellness scores, without making judgments or speculations about causation.
The survey data analysis reveals several noteworthy patterns and relationships between various lifestyle factors and self-reported wellness scores, providing insights into the factors that may influence individuals' well-being. It's important to emphasize that the analysis demonstrates correlations but does not establish causation. Here, we discuss the key findings and their implications:
Phone Use and Wellness Scores:
The data suggests a significant relationship between the primary use of phones and wellness scores. Individuals who predominantly use their phones for
communication, such as texting, exhibit a higher percentage of "High" wellness scores (51.2%). This connection may indicate that effective communication plays a role in overall well-being. Conversely, those who use their phones for gaming and entertainment purposes show a higher representation of "Low" wellness scores, implying that excessive screen time for leisure may have a negative impact on wellness.
Reading Habits and Wellness Scores:
Engaging in reading, whether it be books, articles, or other written content, appears to be associated with higher wellness scores. Those who reported reading as an activity have a higher percentage of "High" wellness scores (2.02 hours on average). This relationship suggests that reading may contribute positively to one's sense of well-being, possibly by promoting relaxation, knowledge acquisition, or cognitive engagement.
Frequency of Religious Activity and Wellness Scores:
Attending religious services or participating in religious study at least once a week is linked with a higher percentage of "High" wellness scores (48.8%). This connection highlights the potential influence of religious involvement on well-being, as religious practices often encompass social support, purpose, and a sense of community.
Time Allocation and Wellness Scores:
The data indicates that individuals who engage in more face-to-face social interactions tend to report higher wellness scores. This underscores the importance of real-world social connections and personal relationships in promoting well-being.
The results may suggest that in-person interactions have a more significant positive impact on wellness compared to the digital interactions.
Participants in the "medium" wellness score category spent most time on activities like homework and work. This finding may suggest that a higher workload is associated with moderate wellness scores, but more research is needed to understand the nuances of this relationship.
The gaming data shows varying distributions of wellness scores among different types of gamers. Those with "High" wellness scores generally spend less time on gaming activities. This may imply that moderate gaming can be associated with higher wellness scores, but excessive gaming, particularly in multiplayer settings, may be linked to lower wellness scores.
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Activities Program research Report
In summary, the analysis of the survey data provides valuable insights into the complex relationship between lifestyle choices and self-reported wellness. While these correlations shed light on potential factors influencing well-being, it's essential to remember that individual experiences and well-being are multifaceted and influenced by a wide array of factors. Further research and a more in-depth investigation are necessary to gain a deeper understanding of these relationships and their implications for improving overall well-being.
Conclusion
Our study unveiled critical insights into the connection between screen time habits and emotional well-being among Brigham Young University Idaho (BYUI) students. Notably, the primary use of phones for communication, such as texting, correlated with higher wellness scores, emphasizing the role of effective communication in well-being. In contrast, using phones
for gaming and entertainment appeared to be associated with lower wellness scores, hinting at potential negative impacts of excessive leisure screen time.
Reading emerged as a positive factor, with students who engaged in reading activities reporting higher wellness scores. Additionally, frequent religious participation was linked to higher wellness scores, highlighting the potential benefits of religious involvement in terms of social support and community. Time allocation showed intriguing patterns, with face-to-face social interactions and moderate workloads associated with better well-being. In contrast, excessive gaming, particularly in multiplayer settings, appeared to correlate with lower wellness scores. This research underscores the importance of fostering a balanced approach to screen time and technology usage, with a focus on moderation rather than extremes to enhance the well-being of BYUI students and potentially young adults more broadly.
To improve the well-being of Brigham Young University Idaho (BYUI) students, it is recommended to promote effective communication, encourage reading programs, support religious participation, provide time management resources, offer well-being education, promote further research, provide individualized support, seek student input, and continuously evaluate and adapt well-being initiatives.
References
Best, P., Manktelow, R., & Taylor, B. (2014). Online communication, social media and adolescent wellbeing: A systematic narrative review. Children and Youth Services Review
,
41
(41), 27–36. https://doi.org/10.1016/j.childyouth.2014.03.001
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Galpin, A., & Taylor, G. (2018). Changing behaviour: Children, adolescents and screen use
. https://cms.bps.org.uk/sites/default/files/2022-07/Changing%20behaviour%20-
%20children%2C%20adolescents%2C%20and%20screen%20use.pdf
Przybylski, A. K., & Weinstein, N. (2017). A Large-Scale Test of the Goldilocks Hypothesis. Psychological Science
, 28
(2), 204–215. https://doi.org/10.1177/0956797616678438
Twenge, J., Martin, G., & Campbell, W. (2018). Emotion Decreases in Psychological Well-Being
Among American Adolescents After 2012 and Links to Screen Time During the Rise of Smartphone Technology
.
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