PSY FPX 6030 Assessment 2 The Impact of Media Use on Adolescents

PSY FPX 6030 Assessment 2 The Impact of Media Use on Adolescents

Student Name

Capella University

PSY FPX 6030 Adolescent Psychology

Prof. Name:

Date

Introduction

Adolescents are increasingly engaging with media, and multitasking, which refers to using multiple media forms simultaneously, has become more prevalent (Cain et al., 2016). An example would be sending a text message while watching television. The growing accessibility of media, available at any time and place, has contributed to this surge in multitasking. Research has shown that human cognition struggles to process multiple streams of information at once (Cain et al., 2016). With advancements in technology and its wider availability, media multitasking has become a common behavior. The number of media formats has grown, and their availability has increased, while costs have decreased significantly over the past three decades (Jiotsa et al., 2021).

Media multitasking is linked to diminished performance in learning environments, lower academic achievement, decreased workplace productivity, impaired driving, and negative cognitive, psychological, and functional outcomes (Cardoso-Leite et al., 2021). It can also contribute to higher levels of impulsivity, sensation-seeking, inattentiveness, mistakes, and mind wandering. When the brain tries to divide its attention across multiple tasks, both information processing and comprehension are negatively affected (Cain et al., 2016). The main objective of this report is to inform the Parent-Teacher Association about the impact of adolescents’ media multitasking during study sessions on academic performance. This essay will also explore how multitasking, such as engaging with media while reading or doing homework, affects cognitive functions like attention and clear thinking. Finally, the report will provide empirically supported recommendations for parents to help guide their teenagers toward healthier media habits.

Analysis of How Media Multitasking Affects Adolescents’ Cognitive, Social, Emotional, and Physical Development

Media multitasking can impair concentration and has varying impacts on all developmental domains, potentially exacerbating health conditions related to brain development. The growing reliance on digital devices, leading to an increase in daily screen time, has several negative effects on physical, mental, and psychological health. Adolescents’ brains are undergoing significant development, with neuronal organization and development intensifying during this period. This stage is a vulnerable time for brain development, as critical executive processes are maturing (Konrad et al., 2013). Cognitive development encompasses the growth of knowledge, skills, and dispositions that enable children to make sense of their surroundings (Peng & Kievit, 2020). Media multitasking among youth, the simultaneous use of multiple forms of media, has reached unprecedented levels. This has become a key component of the dynamic system of adolescent development (Popławska et al., 2021). While fragmented reading provides access to vast amounts of information, it can also lead to increased cognitive strain and potential cognitive damage (Xie, 2019).

Reading is an essential activity that enables individuals to explore the world and understand cultural history (Xie, 2019). However, fragmented reading, characterized by dispersed content, intermittent nature, and short attention spans, has become more common in today’s fast-paced society (Xie, 2019). According to the National Reading Survey, most reading now occurs on screens (Xie, 2019). Information, including news, is often obtained from social media platforms like Twitter, Facebook, TikTok, and Weibo, which encourage fragmented reading (Feng et al., 2021). A longitudinal study of 1,239 children aged 8 to 9 years and their caregivers examined the relationship between electronic media use and academic performance in late childhood (Mundy et al., 2020). The study prospectively explored the impact of media use on academic achievement (Mundy et al., 2020). Academic performance was assessed at baseline and again between the ages of 10 and 11 using a national achievement test (Mundy et al., 2020).

Parents reported the amount of time their children spent using electronic media, including activities like using a computer, playing video games, and watching television (Mundy et al., 2020). Systematic reviews link electronic media use in childhood and adolescence to health risks such as obesity and poor sleep, but also highlight benefits like improved technological skills, increased social connection, and enhanced access to information (Lüscher & Radtke, 2022; Mundy et al., 2020). However, the study found that watching more than two hours of television daily at ages 8 to 9 predicted a 12-point decline in reading performance at ages 10 to 11, equating to a learning loss of one-third of a year (Mundy et al., 2020). Similarly, over an hour of daily computer use was associated with a 12-point decline in numeracy skills (Mundy et al., 2020). Cumulative media use, such as watching television or using computers, not only impairs learning outcomes but also presents additional health risks like obesity and mental health issues (Mundy et al., 2020). Therefore, when developing media strategies for children, parents, teachers, and healthcare providers should consider the timing of media exposure (Mundy et al., 2020).

Analysis of the Key Theories and Data

The multitasking theory suggests that people can perform multiple tasks simultaneously, giving equal attention to each without compromising accuracy. However, multitasking often divides attention, making it difficult to concentrate fully on a single task. For instance, media multitasking is associated with poorer performance in areas such as task switching, working memory, advertisement processing, and message recall. Urie Bronfenbrenner’s social-ecological model, often used in public health and human services, offers a framework for understanding how these effects unfold by highlighting strengths and weaknesses in the surrounding environment (Eanes, 2023).

Surrounding Influences

Various biological and environmental factors can influence early childhood development. For instance, physical traits can affect cognitive and developmental outcomes. Research from Rutgers University suggests that postnatal conditions influence cognitive development, while prenatal factors impact language development (Likhar et al., 2022). Biological factors include genetic influences, brain chemistry, hormone levels, nutrition, and gender (Likhar et al., 2022). Adolescents’ inability to disconnect from media is shaped not only by physical factors but also by contextual influences, such as social relationships, stimulation, and leisure activities (Winstone et al., 2021). Early exposure to media has been linked to adverse effects on language acquisition, cognitive development, and executive functioning (Winstone et al., 2021). Media plays an integral role in education and everyday life.

During the COVID-19 pandemic, the use of media in education grew significantly and continues to affect learning. Digital media serves various purposes for students, such as communication, gaming, making new friends, and satisfying curiosity (Sharma & Behl, 2022). However, digital media also has drawbacks, including cyberbullying, cyberharassment, and cyberstalking, which can lead to social problems (Sharma & Behl, 2022). Research has aimed to establish an ethical framework for assessing digital media (Sharma & Behl, 2022). While digital media can benefit education, it has also been shown to harm students (Bozzola et al., 2022). Studies indicate that over half of the global population uses social media for more than two hours daily (Bozzola et al., 2022).

Influence of Culture on Media Multitasking

Vygotsky’s sociocultural theory of cognitive development has been foundational in understanding how children develop cultural values, attitudes, and problem-solving strategies through interaction with more experienced members of their community (Mcleod, 2023). Different cultures regulate media systems differently, and mass communication influences societies and cultures worldwide (Liao, 2023). Vygotsky’s concepts, such as the Zone of Proximal Development and culturally specific tools, emphasize the role of social interaction in learning (Mcleod, 2023). While Piaget’s theory suggests that children’s growth must precede learning, Vygotsky argued that learning is an essential part of the development of culturally organized psychological functions (Mcleod, 2023). Cultural preferences shape media consumption, especially among children and adolescents. Media outlets often select stories to attract their target audience, influencing the cultural impact of media.

Behavioral Modification

While constant internet access can provide significant benefits for children, there is a need to develop strategies that encourage putting aside media multitasking devices until they can be used more effectively without causing cognitive harm. A potential solution is to promote behavioral change by enhancing metacognitive skills and reducing accessibility, boredom, anxiety, and media use (Moritz et al., 2019). Research has investigated interventions aimed at addressing the impact of media multitasking on adolescents’ mental health. These interventions can be grouped into three categories: awareness, limitation, and mindfulness (Moisala et al., 2016). Awareness-based interventions used pop-up alerts to remind participants to stay focused on their studies, reducing distractions and supporting behavior change. Limitation strategies restricted access to media sources, promoting single-tasking over multitasking. For instance, students were encouraged to turn off their phones or social media notifications while studying (Moisala et al., 2016). Participants were also advised to establish media plans, setting time limits on activities like checking emails or using social media to reduce multitasking and excessive media use (Moisala et al., 2016).

The research limited media-related tasks to regulate cognitive performance and utilized computer recording programs to monitor behaviors. Participants decreased their typical media use and media multitasking. Mindfulness interventions support psychological abilities to avoid media multitasking, encouraging individuals to focus and reflect on how their choices affect their desired media outcomes (Moisala et al., 2016). Those involved participated in brief mindfulness exercises and were taught mindfulness techniques. The goal was to help them focus on minimizing the negative effects of media multitasking, rather than breaking the habit entirely (Moisala et al., 2016). Participants reduced their overall task switching while working on media-related tasks (Moisala et al., 2016).

Conclusion

Multimedia use is essential in any setting—whether at home, work, or school. This essay primarily explored how teenagers’ multimedia use while studying impacts their learning and performance, based on academic literature that carefully analyzed the subject. The daily use of technological devices hinders students’ ability to focus on their tasks. Restricting social media, cell phones, and other multimedia devices in learning environments could enhance academic performance. However, there remain unresolved questions and knowledge gaps regarding the effects of media multitasking on adolescents. Researchers like Vygotsky and Skinner have examined how media multitasking disrupts attention in the classroom, taking into account various influences, including biological, environmental, health, educational, and cultural factors that impact students’ cognitive functioning, such as attention and clear thinking.

References

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