Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations.
This study's purpose was to explore the effects screen time has on college students' occupational performance. The mixed-methods design utilized a quantitative online survey and qualitative face-to-face interviews. Results indicated a majority of respondents used their phones for social media or web browsing throughout the day or briefly during class; however, the notable limitations of screen time involvement are its impact on interactions with family and peers, academics, and sleep.
Primary Author and Speaker: Grace Fisher
Additional Authors and Speakers: Shelby Abraham, Ashley Dunteman, Lydia Stassel, and Kyle Thomas
BACKGROUND: American society has grown to rely heavily on screen time for entertainment. Austin-McCain (2017) found a positive relationship between college students' daily satisfaction and high social media use, as social media are ‘relaxing' (p.8). Young adults aged 19-25 are in an exploratory period of life, which causes many to self-disclose frequently to impress others online (Sponcil & Gitimu, 2013). While screen time may preoccupy young adults, too much may have adverse side effects on health and occupational performance. Rosen, Carrier, Miller, Rokkum, and Ruiz (2016) found college students' technology habits negatively affected their sleep. Davies, Vandelanotte, Duncan, and Uffelen (2012) found the combined effect of no physical activity and high screen-time ‘had the greatest negative impact on quality in relation to health' (p. 46). The student role is demanding and the need or desire to spend time on devices can detract from role performance.
PURPOSE: The purpose of this study was to investigate how screen time may affect an individual's occupational performance and life balance, including communication and academics.
DESIGN: Institutional Review Board approval was obtained at the researchers' university. A mixed method research design was used, including quantitative descriptive online surveys and optional qualitative face to face interviews. Inclusion criteria required survey respondents and interviewees to be enrolled full time as undergraduate or graduate students at the researchers' university and to be 18 years of age or older.
METHOD: Quantitative data were collected and analyzed online in a 23 question survey via Google Forms. Qualitative semi- structured interviews via an open ended questionnaire underwent content analysis.
RESULTS: The 101 survey respondents, 21 of whom also participated in the interview, were aged between 18 and 27. The majority were female undergraduate students enrolled in the university's health science/education college. A sizable number, 35.6%, used social media one to two hours daily. Evenings were the highest times for use of social media and/or video streaming services. During an average 50 minute class, 46% said they used the Internet for non-academic use for 1-5 minutes after teaching has begun. In total 58% agreed using the Internet during class for non-academic purposes interrupted their learning. About half were satisfied with their sleep each night while 24% were dissatisfied. Most said screen time negatively affected their social interactions, especially with peers. Several described the need to limit screen time during peer interaction to be fully engaged. Many noted screen time affected their self-esteem, as it promotes a high standard. Several stated they must remind themselves what they see online is not always reality. Participants stated using their devices often improved their physical health, as its use encouraged increased gym time. Academically, some participants did not find the use of screen time to have negative effects on their performance; it was often used as a study break or procrastination method. Several participants felt screen time use before falling asleep was a necessity.
CONCLUSION: This study indicated the importance of screen time use in college students for positive social interaction, academics, leisure, and daily life information. Findings, however, showed that sometimes screen time distraction limited timely execution of academic work. College students may benefit from limiting screen time distractions via phone applications, self monitoring, and prioritizing tasks. Occupational therapists serving young adults may assist them in using screen time to obtain important information, explore interest areas, and enhance occupational performance.
References
Austin-McCain, M. (2017). An examination of the association of social media use with the satisfaction with daily routines and healthy lifestyle habits for undergraduate and graduate students. The Open Journal of Occupational Therapy, 5(4). https://doi.org/10.15453/2168-6408.1327
Davies, C. A., Vandelanotte, C., Duncan, M. J., & Van Uffelen, J. G. Z. (2012). Associations of physical activity and screen-time on health related quality of life in adults. Preventive Medicine: Elsevier, 55, 46–49. https://doi.org/10.1016/j.ypmed.2012.05.003
Rosen, L., Carrier, L. M., Miller, A., Rokkum, J., & Ruiz, A. (2016). Sleeping with technology: Cognitive, affective, and technology usage predictors of sleep problems among college students. Sleep Health: Journal of the National Sleep Foundation, 2(1), 49-56. https://doi.org/10.1016/j.sleh.2015.11.003
Sponcil, M. & Gitimu, P. (2012). Use of social media by college students: Relationship to communication and self-concept. Journal of Technology Research. 4(1), 1-13.
