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Problem Technology Use, Academic Performance, and School Connectedness among Adolescents

Author

Listed:
  • Hugues Sampasa-Kanyinga

    (School of Epidemiology and Public Health, University of Ottawa, Ottawa, ON K1G 5Z3, Canada
    Healthy Active Living and Obesity Research Group, Children’s Hospital of Eastern Ontario Research Institute, Ottawa, ON K1H 8L1, Canada)

  • Hayley A. Hamilton

    (Institute for Mental Health Policy Research, Centre for Addiction and Mental Health, Toronto, ON M6J 1H4, Canada
    Dalla Lana School of Public Health, University of Toronto, Toronto, ON M5T 3M7, Canada)

  • Gary S. Goldfield

    (Healthy Active Living and Obesity Research Group, Children’s Hospital of Eastern Ontario Research Institute, Ottawa, ON K1H 8L1, Canada)

  • Jean-Philippe Chaput

    (School of Epidemiology and Public Health, University of Ottawa, Ottawa, ON K1G 5Z3, Canada
    Healthy Active Living and Obesity Research Group, Children’s Hospital of Eastern Ontario Research Institute, Ottawa, ON K1H 8L1, Canada)

Abstract

Background: Little is known about the association between problem technology use in adolescents and school-related outcomes. The purpose of this study was to determine the prevalence of problem technology use and examine its association with academic performance and school connectedness in a sample of students across Ontario, Canada. Methods: Self-reported data from a sample of 4837 students in grades 9 to 12 (mean age: 15.9 years; 49.5% females) were cross-sectionally analyzed. Ordered logistic regression models were adjusted for important covariates. Results: We found that 35.8% of students used their screen device for at least 5 h a day and about 18.6% had moderate-to-serious symptoms of problem technology use, a prevalence that was higher in females (22.4%) than males (14.9%). Heavy technology use was differentially associated with lower academic performance and lower levels of school connectedness in males and females. Having moderate-to-serious symptoms of problem technology use was associated with lower academic performance among males (AOR = 0.68, 95% CI = 0.53–0.87) and females (AOR = 0.66, 95% CI = 0.52–0.84). It was also associated with less school connectedness in both males (AOR = 0.65, 95% CI = 0.50–0.86) and females (AOR = 0.63, 95% CI = 0.51–0.78). Conclusion: Excessive use and problem technology use are highly prevalent among secondary school students, and they are associated with lower academic performance and lower levels of school connectedness.

Suggested Citation

  • Hugues Sampasa-Kanyinga & Hayley A. Hamilton & Gary S. Goldfield & Jean-Philippe Chaput, 2022. "Problem Technology Use, Academic Performance, and School Connectedness among Adolescents," IJERPH, MDPI, vol. 19(4), pages 1-14, February.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:4:p:2337-:d:752341
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    References listed on IDEAS

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    1. Stijn Baert & Sunčica Vujić & Simon Amez & Matteo Claeskens & Thomas Daman & Arno Maeckelberghe & Eddy Omey & Lieven De Marez, 2020. "Smartphone Use and Academic Performance: Correlation or Causal Relationship?," Kyklos, Wiley Blackwell, vol. 73(1), pages 22-46, February.
    2. Lutz Wartberg & Rudolf Kammerl, 2020. "Empirical Relationships between Problematic Alcohol Use and a Problematic Use of Video Games, Social Media and the Internet and Their Associations to Mental Health in Adolescence," IJERPH, MDPI, vol. 17(17), pages 1-11, August.
    3. Vittoria Franchina & Mariek Vanden Abeele & Antonius J. Van Rooij & Gianluca Lo Coco & Lieven De Marez, 2018. "Fear of Missing Out as a Predictor of Problematic Social Media Use and Phubbing Behavior among Flemish Adolescents," IJERPH, MDPI, vol. 15(10), pages 1-18, October.
    4. Alimila Hayixibayi & Esben Strodl & Wei-Qing Chen & Adrian B Kelly, 2021. "School-based relationships and problematic internet use amongst Chinese students," PLOS ONE, Public Library of Science, vol. 16(3), pages 1-13, March.
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