Links between in-class use of social media and school adjustment of high-school pupils
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Links between in-class use of social media and school adjustment of high-school pupils Visvaldas Legkauskas 1
& Indrė
Steponavičiūtė-Kupčinskė 1
Received: 18 July 2020 / Accepted: 12 November 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract The present study was conducted to assess the links between in-class use of social media and academic and social school adjustment of high school students attending 9th and 10th grade in Lithuania. Participants included 216 girls and 103 boys aged 14 to 17 years (M = 15.60) attending high schools in the second largest city of Lithuania. Participants filled questionnaires concerning their use of social media during class time and social adjustment at school. Also, schools provided data on current academic adjustment of participants. The results indicated that more time spent using social networking sites during classes was linked to lower grade point average, more missed classes, and poorer relationships with peers. Keywords Social media . Academic adjustment . Social adjustment . High school students
1 Introduction During the past decade a mobile phone has become a usual attribute of high school students in industrialized world. A study conducted by Lawson and Henderson (2015) indicated that teenagers usually use mobile phones not only for calling and texting, but also for web browsing, gaming and use of social networking sites. Previous studies (e.g. Ministry of Education of Lithuania 2012; Radesky et al. 2015; Tindell and Bohlander 2011; Vittrup et al. 2016) suggest that in countries without specific regulations concerning use of mobile phones in schools, most high school students bring their mobiles to school and use them during class time as well. Intense use of mobile phones reduces opportunities for face-to-face communication and physical activity (Chassiakos et al. 2016; Radesky et al. 2015; Rosen et al. 2014). Use of mobile phones in schools was linked to poorer concentration, cyberbullying, * Visvaldas Legkauskas [email protected]
1
Department of Psychology, Vytautas Magnus University, Jonavos str. 66, LT-44138 Kaunas, Lithuania
Education and Information Technologies
and lower academic achievement (Barendregt 2006; Junco 2012; Košir et al. 2016; Kuznekoff et al. 2015; O'Keeffe and Clarke-Pearson 2011; Ozkan and Solmaz 2015; Salomon and Kolikant 2016). On the basis of such evidence, a number of countries (e.g. United Kingdom, France, Israel, Indonesia) implemented policies restricting use of mobile phones in schools. On the other hand, mobile phone technology may be harnessed as a tool to facilitate in class instruction and learning (Warnich and Gordon 2015). Previous studies conducted with school pupils tended to examine links between school adjustment and either use of mobile phones in general (e.g. Chassiakos et al. 2016; Salomon and Kolikant 2016) or Facebook in particular (e.g. Košir et al. 2016). However, few studies examined use of social networking sites among high-school students in more detail. While most s
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