"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
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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.

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"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。
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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.
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