Digital Engagement and Academic Functioning : A Developmental-Contextual Approach

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http://hdl.handle.net/10138/343160

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Hietajärvi , L , Maksniemi , E & Salmela-Aro , K 2022 , ' Digital Engagement and Academic Functioning : A Developmental-Contextual Approach ' , European Psychologist , vol. 27 , no. 2 , pp. 102-115 . https://doi.org/10.1027/1016-9040/a000480

Title: Digital Engagement and Academic Functioning : A Developmental-Contextual Approach
Author: Hietajärvi, Lauri; Maksniemi, Erika; Salmela-Aro, Katariina
Contributor organization: Department of Education
Minds Hub
Research Group for Educational Psychology
Date: 2022-04-05
Language: eng
Number of pages: 14
Belongs to series: European Psychologist
ISSN: 1016-9040
DOI: https://doi.org/10.1027/1016-9040/a000480
URI: http://hdl.handle.net/10138/343160
Abstract: Since the turn of the millennium, the digital revolution has opened a new layer of opportunities for adolescents to participate, create and learn. Simultaneously there has been growth in both debate and worries regarding how the intensive engagement with digital media affects students' academic performance, engagement, and school-related well-being, that is, academic functioning. Students' continuously evolving digital practices are not always in congruence with the more traditional ways of schoolwork. Students flourish and fulfill their potential when the informal and format practices of learning reach congruence, but when this is not the case, frictions can emerge. Spending time with digital media can provide new avenues for learning and development, but it can equally well divert young people from their studies or increase the daily demands. In this narrative review, we address these continuities and discontinuities between engagement with digital media and academic functioning for school-aged children and young people, focusing on meta-analyses, reviews, and key studies. Following the examination of the current literature, we conclude that, in general, the field of "digital media effects" needs to move beyond screen time and utilize the research on the students' multidimensional socio-digital engagement already conducted. Second, we conclude that the average effects of digital engagement on academic functioning are negligibly small but heterogeneous, further corroborating the claim to examine the qualitative differences in students' digital engagement, the individual differences between students, as well as the contextual interplay.
Subject: 516 Educational sciences
515 Psychology
digital media
academic performance
engagement
well-being
VIDEO GAME ADDICTION
SOCIAL-MEDIA USE
NETWORK SITE USE
MENTAL-HEALTH
SCHOOL BURNOUT
ANGRY BIRDS
ADOLESCENTS AGGRESSION
DEPRESSIVE SYMPTOMS
PROSOCIAL BEHAVIOR
NATIVES DEBATE
Peer reviewed: Yes
Usage restriction: openAccess
Self-archived version: acceptedVersion


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