"Phones off while school's on": Evaluating problematic phone use and the social, wellbeing, and academic effects of banning phones in schools.

IF 6.6 1区 医学 Q1 PSYCHIATRY Journal of Behavioral Addictions Pub Date : 2024-10-21 DOI:10.1556/2006.2024.00058
Daniel L King, Marcela Radunz, Christina R Galanis, Blake Quinney, Tracey Wade
{"title":"\"Phones off while school's on\": Evaluating problematic phone use and the social, wellbeing, and academic effects of banning phones in schools.","authors":"Daniel L King, Marcela Radunz, Christina R Galanis, Blake Quinney, Tracey Wade","doi":"10.1556/2006.2024.00058","DOIUrl":null,"url":null,"abstract":"<p><strong>Background and aims: </strong>Mobile phone bans in secondary schools are claimed to reduce student distraction and promote learning and face-to-face socializing. Currently, the evidence on phone bans is limited. The aim of this preregistered study was to evaluate the South Australian mobile phone ban's effects on students' problematic phone use, academic engagement, school belonging, and bullying. The study also sought to identify student variables that predict phone ban compliance.</p><p><strong>Methods: </strong>As the ban was phased in over 2023, a 2 (phone ban: yes/no) × 2 (time: baseline, 1-month follow-up) repeated-measures design was employed. Students (n = 1,282 at baseline; n = 1,256 at follow-up) in Grades 7 to 12 were recruited from five public secondary schools. Surveys included measures drawn from the Longitudinal Study of Australian Children (LSAC) and the Programme for International Student Assessment (PISA).</p><p><strong>Results: </strong>Problematic phone use was reported by 2.6% of the sample. Being older and a more frequent user of social media predicted lower phone ban compliance. Linear mixed models indicated that ban and no ban school groups did not differ significantly in terms of problematic phone use, academic engagement, and school belonging. There was slightly higher bullying in the ban group but bullying decreased significantly in both groups.</p><p><strong>Discussion: </strong>Imposing access restrictions may not affect the underlying psychological mechanisms that drive problematic phone use. Although these results indicate limited to no short-term benefits of the ban, further evaluation with more sensitive methodologies is recommended.</p><p><strong>Conclusions: </strong>Student-technology interactions in learning institutions should be continually monitored to determine the optimal balance to support student etiquette, learning, and wellbeing.</p>","PeriodicalId":15049,"journal":{"name":"Journal of Behavioral Addictions","volume":null,"pages":null},"PeriodicalIF":6.6000,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Behavioral Addictions","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1556/2006.2024.00058","RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHIATRY","Score":null,"Total":0}
引用次数: 0

Abstract

Background and aims: Mobile phone bans in secondary schools are claimed to reduce student distraction and promote learning and face-to-face socializing. Currently, the evidence on phone bans is limited. The aim of this preregistered study was to evaluate the South Australian mobile phone ban's effects on students' problematic phone use, academic engagement, school belonging, and bullying. The study also sought to identify student variables that predict phone ban compliance.

Methods: As the ban was phased in over 2023, a 2 (phone ban: yes/no) × 2 (time: baseline, 1-month follow-up) repeated-measures design was employed. Students (n = 1,282 at baseline; n = 1,256 at follow-up) in Grades 7 to 12 were recruited from five public secondary schools. Surveys included measures drawn from the Longitudinal Study of Australian Children (LSAC) and the Programme for International Student Assessment (PISA).

Results: Problematic phone use was reported by 2.6% of the sample. Being older and a more frequent user of social media predicted lower phone ban compliance. Linear mixed models indicated that ban and no ban school groups did not differ significantly in terms of problematic phone use, academic engagement, and school belonging. There was slightly higher bullying in the ban group but bullying decreased significantly in both groups.

Discussion: Imposing access restrictions may not affect the underlying psychological mechanisms that drive problematic phone use. Although these results indicate limited to no short-term benefits of the ban, further evaluation with more sensitive methodologies is recommended.

Conclusions: Student-technology interactions in learning institutions should be continually monitored to determine the optimal balance to support student etiquette, learning, and wellbeing.

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
"开学关机":评估问题手机的使用情况,以及在学校禁止使用手机对社会、健康和学业的影响。
背景和目的:据称,在中学禁止使用手机可减少学生分心,促进学习和面对面社交。目前,有关手机禁令的证据还很有限。这项预先登记的研究旨在评估南澳大利亚州手机禁令对学生使用问题手机、学业参与、学校归属感和欺凌行为的影响。该研究还试图找出可预测手机禁令遵守情况的学生变量:由于该禁令将在 2023 年分阶段实施,因此采用了 2(手机禁令:是/否)×2(时间:基线,1 个月的跟踪)的重复测量设计。从五所公立中学招募了 7 至 12 年级的学生(基线时为 1,282 人;跟踪调查时为 1,256 人)。调查内容包括来自澳大利亚儿童纵向研究(LSAC)和国际学生评估项目(PISA)的数据:结果:2.6%的样本报告了有问题的手机使用情况。年龄越大、使用社交媒体越频繁的学生遵守手机禁令的比例越低。线性混合模型显示,在问题手机使用、学业参与度和学校归属感方面,禁用和非禁用学校组没有显著差异。禁止使用手机组中的欺凌事件略多,但两组中的欺凌事件都明显减少:讨论:实施使用限制可能不会影响驱动问题手机使用的潜在心理机制。虽然这些结果表明禁令的短期效益有限甚至没有,但建议采用更敏感的方法进行进一步评估:结论:应持续监控学习机构中学生与技术的互动,以确定支持学生礼仪、学习和健康的最佳平衡点。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
CiteScore
12.30
自引率
7.70%
发文量
91
审稿时长
20 weeks
期刊介绍: The aim of Journal of Behavioral Addictions is to create a forum for the scientific information exchange with regard to behavioral addictions. The journal is a broad focused interdisciplinary one that publishes manuscripts on different approaches of non-substance addictions, research reports focusing on the addictive patterns of various behaviors, especially disorders of the impulsive-compulsive spectrum, and also publishes reviews in these topics. Coverage ranges from genetic and neurobiological research through psychological and clinical psychiatric approaches to epidemiological, sociological and anthropological aspects.
期刊最新文献
Mainland China's 2021 restrictions on under-18s' video game time were imposed when older 2019 restrictions already applied: Omitting the historical regulatory context is misleading. Longitudinal trait and state-like differences in the components model of addiction: An illustration through social media addiction and work addiction. "Phones off while school's on": Evaluating problematic phone use and the social, wellbeing, and academic effects of banning phones in schools. Emotional difficulties mediate the impact of adverse childhood experiences on compulsive buying-shopping problems. Illusions of control: A quasi-experiment comparing skill-based and traditional slot machines.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1