Technical Report

docx

School

Brigham Young University, Idaho *

*We aren’t endorsed by this school

Course

301

Subject

Psychology

Date

Dec 6, 2023

Type

docx

Pages

Uploaded by MajorPenguin3225

December 1, y Screen Time and Well Being Screen Time and Well Being Carefree Consulting Group Brigham Young University Idaho October 31, 2023

December 1, y Screen Time and Well Being Introduction Technology has continued to advance at a rapid pace. For many, it holds a common place in our everyday lives. Cellphones were once considered to be an item of luxury but are now a must have in people’s lives. In 2021 97% of Americans owned a cell phone (Pew Research 2021). 91% of children have cell phones by age 14(Miller, C. 2023). Oberserving these numbers it is apparent how common devices are among young and old alike. Devices can be used as a form of communication as well as learning new information. We now have at our fingertips access to millions of articles and videos to satisfy whatever it is we desire to know. Though having instant access to information is useful, there has been concern that it could also be harmful to those who overuse technology. What is being replaced in our lives by the increased use of devices? Perhaps the greatest concern is that our devices are replacing personal interactions among people. Though it seems ironic that a communication device would be hindering our ability to communicate we would be wise to take a step back and examine the reality of our communication deficiencies. We no longer have to speak face to face with a person if we do not desire to do so, instead we can hide behind the screen of our device. We no longer have to walk through the doors of a library to search for a book or walk through the doors of a store to shop. These once common activities have now been replaced with the touch of a finger and access to the world wide web. Many people choose to use their devices as the primary source of communication which is replacing the ability to socially interact. Adolescents now tend to prefer social media platforms and other online sources as their form of communication with others. It would be advisable for society to take a look at the possible adverse effects of this tendency. With in person communication being replaced by on line communication, are adverse effects being noted? Does this lack of personal communication and physical interactions with others increase the likelihood of experiencing mental health issues such as anxiety and depression? Those who are defenders of the use of devices stand firm on the belief that it is possible to form strong connections with others virtually. In fact, results of a study concluded that “83% of adolescents say that social media makes them feel more connected to their friends, and 68% say that they have received social support using digital technologies in tough or challenging times. Thus, there is good reason to think that digital engagement, in moderation, may not be disruptive, and may even support development” (Pryzbylski, A.K. &Weinstein, N. 2017). The numbers would indicate that adolescents feel comfortable with and confident in turning to virtual sources as a way to communicate and connect with others. It is clear to that there are positives and negatives to the use of devices. In efforts to determine the actual impact among college students BYUI conducted a survey to gather data to see if screen time is exacerbating anxiety and depression. This survey also wanted to determine whether or not students screen time use had a negative impact on their feelings of well-being. The survey was conclusive in showing that those who participated in activities that involved

December 1, y Screen Time and Well Being interactions with others had a higher sense of well-being. With this information, it is Carefree Consulting Groups recommendation that the Universities wellness program move forward in their week-long campus-wide awareness campaign to encourage students to reduce their screen time. During this campaign, we would suggest that the University provide a variety of activities that include personal interactions between students. These activities should include a wide variety that would be inclusive of the large demographic of students that attend BYUI. Methods Survey Information To measure a student’s perceived wellness, the survey used the PANAS-GEN Scale. You can find more information about the scale here: https://www.brandeis.edu/roybal/docs/PANAS-GEN_website_PDF.pdf Other questions were adapted from a longitudinal survey from Twenge, Martin, and Campbell. Source : Twenge, J.M., Martin, G.N., & Campbell, W.K. (2018). Decreases in psychological well-being among American adolescents after 2012 and links to screen time during the rise of smartphone technology. Emotion, Advanced online publication. https://byui.instructure.com/courses/4281/files/36770810/download?wrap=1 Delivery: The survey was administered online using a Google survey tool with links distributed to students enrolled in the ENG 301 course through the course LMS. Sample: The number of survey participants may be extrapolated from the data tables. All participants were BYU-Idaho students. Survey Scoring Wellness Levels: Low, Medium, and High indicate wellness levels, and the Count is the number of survey respondents in each wellness category. Wellness levels were calculated using the results of the first survey question which asked respondents to rate how the generally felt using the following scale:  Very slightly or not at all  A little  Moderately  Quite a bit  Extremely.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

December 1, y Screen Time and Well Being Results After compiling the data that was gathered from the study it was conclusive that those who spend less time on their electronic devices and more time being involved in activities reported a higher sense of well-being. When viewing the stats of those who spend time on their devices, 39.4% of students with a low sense of well-being reported they use their phones simply to pass time. One the other hand, 16.5% of students who have a high sense of well-being used their devices as a way to pass time. Those who reported a low sense of well-being are over twice as likely to be on their phones as a way to pass time. Along those statistics, 51.2 % of students with a high sense of well-being reported that they use their phones to communicate with others. This is in comparison to the 23.9% of students with low sense of well-being. Less than 1 hour 3-5 hrs 10-19 hours 30-39 hours 0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% How many hours a week do you spend online? - Percentages of Wellness Categories High Medium Low Figure 1.1 This graphic demonstrates the correlation between the amount of time spent online and the sense of wellness that students experience. Statistics show that students with a low sense of well being spend 3.06 hours a day on social media scrolling which is far greater than the 1.85 hours that those who experience a high sense well-being. When looking at the numbers among those who spend time playing a game console in single player mode those who feel a low sense of well being spend over three times higher than those with a high sense of well-being. Those with a low sense of well-being reported spending 1.37 hours a day as opposed to those with a high sense of well being spending .30 hours a day. As a way to measure the effect of physical activity and personal interaction polls were taken to see how students are spending their time. 16.9% of students with low sense of well-being reported they attend social events or parties at least once a week. Only 15.5% reported participating in sports, athletics or exercising daily. 33.8% reported going out with a date or friends at least once a week and only 12.7% said they volunteer or serve once a week. These

December 1, y Screen Time and Well Being numbers are drastically lower than students who experience a high sense of well-being. 27.3% of students with high sense of well-being reported they go to social affairs at least one a week, 43.0% actively participate in sports or exercising daily, 47.1% reported going out with a date or friends at least once a week and 23.1% said they participate in volunteer work or service weekly. 0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% 40.0% 45.0% 50.0% Go out with a date or with friends - Percentages of Wellness Categories High Medium Low Figure 1.2 Those who go out on a date or with friends at least once a week experience a higher sense of well-being. 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% Participate in volunteer work or service - Percentages of Wellness Categories High Medium Low Figure 1.3 In this graphic, it is shown that those who participate in volunteer work or service at least once a week experience a higher sense of self worth than those who do not.

December 1, y Screen Time and Well Being 0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% 40.0% 45.0% 50.0% Actively participate in sports, athletics, or exercising - Percentages of Wellness Categories High Medium Low Figure 1.4 This graph provides a clear correlation between exercise and physical activity and having a higher sense of well-being. Discussion After closely observing the statistics gathered from the poll, it is clear that overuse of devices can have a negative impact on student well-being. Those who were more actively involved in social events or settings in which they are surrounded by others are experiencing a higher sense of well-being. The overuse of screen time whether it be a gaming console or cellular devices has a negative impact and is causing students to have lower sense of well-being. Reviewing the statistical results from the poll, it would be wise for the wellness program of Brigham Young University Idaho to conduct a campus wide week-long awareness campaign to encourage students to reduce their screen time. Perhaps once students take a break from their devices and choose to spend more time with others, they will feel a difference in their sense of well- being. The stats were conclusive in providing proof that students who spent more time online are experiencing a low sense of well-being. On the other side of those statistics, it was shown that those who spend less time online experience a higher sense of well-being. This is crucial information to present to students in effort to bring awareness to the harmful effects that can result from too much screen time. Students who reported spending more time around others also reported a higher sense of well- being. Included in the stats was the higher sense of well-being among those who volunteered and performed service weekly, participated in religious studies and who incorporated exercise and athletics into their daily routines. Each of these activities involves being around others and requires social interactions.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

December 1, y Screen Time and Well Being Conclusion The student poll that was taken gave a clear picture of the harmful effects that too much screen time can have on students’ well-being. Devices are replacing personal interaction among people and leaving students feeling a lower sense of well-being. It would be our recommendation for Brigham Young University Idaho to conduct a campaign to encourage students to reduce their screen time. During this campaign, we would suggest that the University provide a variety of activities that include personal interactions between students. These activities should include a wide variety that would be inclusive of the large demographic of students that attend BYUI.

December 1, y Screen Time and Well Being References Miller, Caroline (2023). When should you get your kid a cell phone? https://childmind.org/article/when-should-you-get-your-kid-a-phone Pew Research Center (2021). Mobile facts sheet. https://pewresearch.org/internet/fact-sheet/mobile Przybylski, A. K., & Weinstein, N. (2017). A Large-Scale Test of the Goldilocks Hypothesis: Quantifying the Relations Between Digital-Screen Use and the Mental Well-Being of Adolescents. Psychological Science , 28 (2), 204-215. https://doi-org.byui.idm.oclc.org/10.1177/0956797616678438

Technical Report

Related Documents