The Effects of Mobile Phone Use on Students' Emotional-Behavioural Functioning, and Academic and Social Competencies

Autor/inn/en	Eskandari, Hossein; Vahdani Asadi, Mohammad Reza; Khodabandelou, Rouhollah
Titel	The Effects of Mobile Phone Use on Students' Emotional-Behavioural Functioning, and Academic and Social Competencies
Quelle	In: Educational Psychology in Practice, 39 (2023) 1, S.38-58 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2022.2151981
Schlagwörter	Foreign Countries; Elementary School Students; Handheld Devices; Psychological Patterns; Academic Achievement; Interpersonal Competence; Child Behavior; Parent Attitudes; Parents; Internet; Social Media; Video Games; Anxiety; Depression (Psychology); Sleep; Social Problems; Cognitive Processes; Attention; Antisocial Behavior; Aggression; Cultural Context; Bullying; Behavior Problems; Barriers; Iran; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Ausland; Schulleistung; Interpersonale Kompetenz; Elternverhalten; Eltern; Soziale Medien; Video game; Videospiel; Videospiele; Angst; Schlaf; Social problem; Soziales Problem; Cognitive process; Kognitiver Prozess; Aufmerksamkeit; Mobbing
Abstract	This correlational study investigates the relationship between mobile phone use among elementary school students in Iran during the COVID-19 epidemic, and its effect on emotional-behavioural functioning and academic and social competencies. A researcher-devised questionnaire, and the Achenbach Child Behaviour Checklist (CBCL)-parental version, was used to assess parental perception of the effects of mobile phone use. Questionnaires were completed by 500 parents, of which 470 were analysed. Findings showed a perceived relationship between the use of cyberspace (smartphone, tablet, games, and social networks) and anxious/depressed, withdrawn, somatic complaints, social problems, thought problems, attention problems, antisocial behaviour, and aggressive behaviour in children. Findings indicate that children's cultural context affects their exposure to online dangers, including receiving threatening images and messages, and cyberbullying; the effects in the current study being lower than the international average. It is recommended that there should be focus on promoting students' media literacy, and parental awareness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01