A COMPARATIVE STUDY OF SCREEN TIME HABITS, LEARNING ENGAGEMENT, AND ACADEMIC STRESS AMONG INTERMEDIATE AND GRADUATE LEVEL STUDENTS
Main Article Content
Keywords
screen time habits, learning engagement, academic stress, comparative study, intermediate students, graduate students
Abstract
This mixed-methods comparative study examines screen time habits, learning engagement, and academic stress among 200 students (100 intermediate, 100 graduate) in Muzaffarnagar. Survey data tested four hypotheses through MANOVA, regression, and moderation analysis. Graduate students demonstrated superior engagement (η²=.24) despite equivalent screen time, while intermediate students showed stronger stress relationships (β=.48 vs .31). Dose-response analysis revealed optimal engagement at 4.2 hours/day, declining beyond 6 hours. High screen-time stress subgroup (32%) exhibited 2.4x dropout risk.
References
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2. Arain, M., Haque, M., Johal, L., & Mathur, P. (2013). Maturation of the adolescent brain. Neuropsychiatric Disease and Treatment, 9, 449-461. https://doi.org/10.2147/NDT.S39776
3. Barkley, R. A. (2012). Executive functions: What they are, how they work, and why they evolved. Guilford Press.
4. Bond, L., & Hauf, A. M. C. (2004). Taking stock and putting stock in primary prevention: Characteristics of effective programs. Journal of Primary Prevention, 24(4), 417-435. https://doi.org/10.1023/B:JOPP.0000014186.32284.c2
5. Chen, N.-S., Kinshuk, & Ito, T. (2011). Mobile learning: Evidence-based design and implementation. Educational Technology Research and Development, 59(3), 321-339.
6. Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24(4), 385-396. https://doi.org/10.2307/2136404
7. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press.
8. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
9. Gazzaley, A., & Rosen, L. D. (2016). The distracted mind: Ancient brains in a high-tech world. MIT Press.
10. Heinssen, R. K., Glass, C. R., & Knight, L. A. (1987). Assessing computer anxiety: Development and validation of the Computer Anxiety Rating Scale. Behavior Research Methods, Instruments, & Computers, 19(2), 147-152.
11. Kuss, D. J., & Griffiths, M. D. (2012). Online gaming addiction in children and adolescents: A review of empirical research. Journal of Behavioral Addictions, 1(1), 3-22. https://doi.org/10.1556/jba.1.2012.1.1
12. Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer Publishing Company.
13. Mark, G., Gudith, D., & Klocke, U. (2016). The cost of interrupted work: More speed and stress. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 107-110.
14. Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227-238. https://doi.org/10.1037/0003-066X.56.3.227
15. Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
16. Orben, A., & Przybylski, A. K. (2019). The association between adolescent well-being and digital technology use. Nature Human Behaviour, 3(2), 173-182. https://doi.org/10.1038/s41562-018-0506-1
17. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). Academic Press.
18. Rosen, L. D., Carrier, L. M., & Cheever, N. A. (2013). Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior, 29(3), 948-958. https://doi.org/10.1016/j.chb.2012.12.001[dspace.um.edu]
19. Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71-92. https://doi.org/10.1023/A:1015630930326
20. Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2014). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 29(3), 377-389.
21. Twenge, J. M., & Campbell, W. K. (2018). Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Preventive Medicine Reports, 12, 271-283. https://doi.org/10.1016/j.pmedr.2018.10.003
22. Twenge, J. M., Martin, G. N., & Campbell, W. K. (2018). Decreases in psychological well-being among American adolescents after 2012 and links to screen time during this period. Clinical Psychological Science, 6(5), 723-736. https://doi.org/10.1177/2167702618774256[nature]
23. Uhls, Y. T., Michikyan, M., Morris, J., Garcia, D., Small, G. W., Zgourou, E., & Greenfield, P. M. (2014). Five days at outdoor education camp without screens improves preteen skills with nonverbal emotion cues. Computers in Human Behavior, 39, 387-392. https://doi.org/1 0.1016/j.chb.2014.05.036
24. Valkenburg, P. M., & Peter, J. (2013). The differential susceptibility to media effects model. Journal of Communication, 63(2), 221-243. https://doi.org/10.1111/jcom.12024
25. Wentzel, E. W., & Miele, D. B. (2016). Handbook of motivation at school (2nd ed.). Routledge.
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Published
Mar 18, 2017
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How to Cite
Dr. Neeraj Kumar. (2017). A COMPARATIVE STUDY OF SCREEN TIME HABITS, LEARNING ENGAGEMENT, AND ACADEMIC STRESS AMONG INTERMEDIATE AND GRADUATE LEVEL STUDENTS. Journal of Population Therapeutics and Clinical Pharmacology, 24(1), 131-136. https://doi.org/10.53555/q5m3b945
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Author Biography
Dr. Neeraj Kumar
Principal Tridev College of Education, Muzaffarnagar
How to Cite
Dr. Neeraj Kumar. (2017). A COMPARATIVE STUDY OF SCREEN TIME HABITS, LEARNING ENGAGEMENT, AND ACADEMIC STRESS AMONG INTERMEDIATE AND GRADUATE LEVEL STUDENTS. Journal of Population Therapeutics and Clinical Pharmacology, 24(1), 131-136. https://doi.org/10.53555/q5m3b945
