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- Moisala, M., et al.
(författare)
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Media multitasking is associated with distractibility and increased prefrontal activity in adolescents and young adults
- 2016
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Ingår i: NeuroImage. - : Elsevier BV. - 1053-8119 .- 1095-9572. ; 134, s. 113-121
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Tidskriftsartikel (refereegranskat)abstract
- The current generation of young people indulges in more media multitasking behavior (e.g., instant messaging while watching videos) in their everyday lives than older generations. Concerns have been raised about how this might affect their attentional functioning, as previous studies have indicated that extensive media multitasking in everyday life may be associated with decreased attentional control. In the current study, 149 adolescents and young adults (aged 13–24 years) performed speech-listening and reading tasks that required maintaining attention in the presence of distractor stimuli in the other modality or dividing attention between two concurrent tasks. Brain activity during task performance was measured using functional magnetic resonance imaging (fMRI). We studied the relationship between self-reported daily media multitasking (MMT), task performance and brain activity during task performance. The results showed that in the presence of distractor stimuli, a higher MMT score was associated with worse performance and increased brain activity in right prefrontal regions. The level of performance during divided attention did not depend on MMT. This suggests that daily media multitasking is associated with behavioral distractibility and increased recruitment of brain areas involved in attentional and inhibitory control, and that media multitasking in everyday life does not translate to performance benefits in multitasking in laboratory settings.
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| 2. |
- Salmela-Aro, Katariina, et al.
(författare)
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School burnout and engagement profiles among digital natives in Finland : a person-oriented approach
- 2016
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Ingår i: European Journal of Developmental Psychology. - : Informa UK Limited. - 1740-5629 .- 1740-5610. ; 13:6, s. 704-718
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Tidskriftsartikel (refereegranskat)abstract
- Applying a person-oriented approach, this study set out to examine what profilesof school engagement and school burnout (i.e., exhaustion, cynicism, inadequacy)can be identified among elementary school children at age 12, a generation alsooften referred to as the generation of digital natives. We compared the groupmemberships in their use of socio-digital technologies and related functioning aswe expected to find a gap between some digital natives and current educationalpractices which do not include socio-digital technology in feelings of cynicismtowards school. Latent profile analysis identified five groups: Engaged (50%)students, who formed the majority; Stressed (4%) students, who reported highexhaustion and high inadequacy as a student; Students High in cynicism (burnoutgroup) (5%) with high scores on all the components of school burnout, particularlycynicism, but also on exhaustion and inadequacy as a student; students Moderatein Cynicism (15%), whose cynicism was directed in particular towards studying andschool; and, finally, students Emerging Cynicism (bored group) (26%), whose feelingsof cynicism were nevertheless elevated. These results thus revealed that almosthalf (46%) of the elementary students felt some degree of cynicism towards school,thereby supporting our gap hypothesis: these groups of cynical students reportedthat they would be more engaged at school if socio-digital technologies wereused at school. These results indicate that one way to promote the engagementof cynical students might be to offer them the possibility to make greater use ofsocio-digital technologies at school.
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