Beteiligte: | , , , |
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In: | New Media & Society, 22, 2020, 1, S. 140-158 |
veröffentlicht: |
SAGE Publications
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Medientyp: | Artikel, E-Artikel |
Umfang: | 140-158 |
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ISSN: |
1461-7315
1461-4448 |
DOI: | 10.1177/1461444819861956 |
veröffentlicht in: | New Media & Society |
Sprache: | Englisch |
Schlagwörter: | |
Kollektion: | SAGE Publications (CrossRef) |
<jats:p> Adolescents commonly use media and communication devices during academic activities, also referred to as academic-media multitasking. Although there is evidence for the short-term effect of academic-media multitasking on academic achievement, support for its long-term effect is lacking. Therefore, we investigated the long-term relationship between academic-media multitasking and academic achievement, and the possible underlying mechanism of academic attention problems using a three-wave longitudinal study, with time intervals of 3–4 months, among 1215 adolescents (11–15 years, 52% boys). Although academic-media multitasking and academic achievement were cross-sectionally related, the findings showed neither support for a direct nor indirect long-term relationship between academic-media multitasking and subsequent academic achievement scores. However, academic-media multitasking was associated with an increase in subsequent academic attention problems. This study indicates that concerns regarding the long-term impact of academic-media multitasking on academic achievement need to be qualified. </jats:p> |