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Cited by 370Impact of Technology on AdolescentsPersonal Information Management and User BehaviorChild Development and Digital Technology

The consequences of media multitasking for youth: A review

Open access
van der Schuur, Winneke A., Baumgartner, Susanne E., Sumter, Sindy R., Valkenburg, Patti M.·2015·Computers in Human Behavior
DOI 10.1016/j.chb.2015.06.035
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Crossref · 10.1016/j.chb.2015.06.035

Cites

94 of 94 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

0 of 123 cited sources checked · 0 supported · 0 flagged

  • Findingnone given

    The reviewed evidence does not establish the causal direction of the relationship between media multitasking and youth functioning.

    “However, evidence regarding the causal direction of this relationship is lacking.”
    Quote in the paperSubstantial claim
  • Findingnone given

    Studies on media multitasking effects have rarely provided a clear theoretical background.

    “Second, studies have rarely provided a clear theoretical background for the effects of media multitasking.”
    Quote in the paperSubstantial claim
  • Findingreasoning

    There is no consensus on the strength or direction of media multitasking effects on youth functioning.

    “First, there is no consensus on the strength or direction of the effects of media multitasking on youths' functioning.”
    Quote in the paperSubstantial claim
  • Findingreasoning

    Empirical evidence for both the scattered attention and trained attention hypotheses is mixed.

    “The empirical evidence for both the scattered attention and trained attention hypotheses is mixed.”
    Quote in the paperSubstantial claim
  • Findingreasoning

    Existing studies only partly support the concern that media multitasking negatively affects cognitive control.

    “Despite common concerns regarding the negative effects of media multitasking on cognitive control (e.g., Wallis, 2010), the existing studies only partly support this concern.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Wallis, 2010

      Not checked in the free run.

  • May combine two claims. 29
  • Classified as probably not a substantial claim. 21

  • May combine two claims.

    Findingnone given

    Some studies find negative relationships between media multitasking and youth functioning, while others fail to replicate these effects.

    “Some studies have found a negative relationship between media multitasking and youths' functioning, but others have been unable to replicate these effects.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Across the reviewed studies, media multitasking is negatively associated with youth functioning in cognitive control, academic performance, and socioemotional functioning, with a small-to-moderate effect size.

    “Overall, the findings indicate a small to moderate negative relationship between media multitasking and the three domains of youths' functioning.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The included studies are sufficiently comparable in their measures and samples to permit a qualitative integration.
    • Rests on an assumption: The three domains of functioning (cognitive control, academic performance, and socioemotional functioning) adequately capture the relevant consequences of media multitasking for youth.

  • Probably not a substantial claim: may not pass S4 (based).

    Findingnone given

    To date, researchers have focused only on the effects of media use during academic activities.

    “To date, however, researchers have focused only on the effects of media use during academic activities.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingreasoning

    Higher media multitasking is negatively related to sustained attention and to cognitive control in everyday life measured by self-report.

    “More specifically, higher levels of media multitasking were found to be negatively related to specific control processes (i.e., sustained attention) and cognitive control in everyday life when measured with self-report questionnaires.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingcitation

    Among three studies on recognition, one found that using media while reading negatively affected recognition (r = -.29), while two found no effect.

    “Although one of three studies found that using media while reading negatively affected recognition, r = À.29 (Srivastava, 2013), two studies found no effect (Armstrong & Chung, 2000;Fox et al., 2009).”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites Srivastava, 2013 source

      Not checked in the free run.

    • cites Armstrong & Chung, 2000

      Not checked in the free run.

    • cites Fox et al., 2009 source

      Not checked in the free run.

  • May combine two claims.

    Findingcitation

    Five of six studies found that students' recall deteriorated when they simultaneously used media, with correlations from -.23 to -.46.

    “Five of six studies showed that students' recall deteriorated when simultaneously using media, r range = À.23 to À.46 (Armstrong, Boiarsky, & Mares, 1991;Armstrong & Chung, 2000;Pool et al., 2003aPool et al., , 2003b;;Srivastava, 2013);”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Armstrong, Boiarsky, & Mares, 1991

      Not checked in the free run.

    • cites Armstrong & Chung, 2000

      Not checked in the free run.

    • cites Pool et al., 2003a, 2003b

      Not checked in the free run.

  • May combine two claims.

    Findingreasoning

    The two self-report studies are consistent with the scattered attention hypothesis and indicate a negative relation between media multitasking and everyday cognitive control.

    “Overall, the two studies that used self-report questionnaires appear to be consistent with the scattered attention hypothesis.Both studies indicated that media multitasking is negatively related to cognitive control in everyday life.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingcitation

    Two studies showed that media multitasking was related to problematic emotional functioning, with correlations from .05 to .19.

    “the other two studies showed that media multitasking was related to problematic emotional functioning, r range = .05to .19.”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Becker et al., 2013 source

      Not checked in the free run.

    • cites Pea et al., 2012 source

      Not checked in the free run.

  • May combine two claims.

    Findingown data

    The observed negative relationships or effects in academic performance studies were often small to moderate and not always significant.

    “However, the observed negative relationships or effects were often small to moderate and not always significant (see Tables 2 and 3).”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingcitation

    Six of ten studies found that media use while reading interfered with reading comprehension, with correlations from -.24 to -.51.

    “In addition, six of ten studies found that media use while reading interfered with reading comprehension, r range = À.24 to À.51 (Armstrong & Greenberg, 1990;Furnham, Gunter, & Peterson, 1994;Jeong & Hwang, 2012;Pool et al., 2000Pool et al., , 2003aPool et al., , 2003b)).”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Armstrong & Greenberg, 1990

      Not checked in the free run.

    • cites Furnham, Gunter, & Peterson, 1994 source

      Not checked in the free run.

    • cites Jeong & Hwang, 2012

      Not checked in the free run.

  • May combine two claims.

    Findingcitation

    All three correlational studies on ability to focus found that greater media use during academic activities was related to a perceived lower ability to focus, with correlations from -.23 to -.38.

    “Second, all three correlational studies on the ability to focus on an academic activity found that greater media use during academic activities was related to a perceived lower ability to focus, r range = À.23 to À.38 (Calderwood, Ackerman, & Conklin, 2014;Fried, 2008;Wei et al., 2012).”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites Calderwood, Ackerman, & Conklin, 2014 source

      Not checked in the free run.

    • cites Fried, 2008 source

      Not checked in the free run.

    • cites Wei et al., 2012 source

      Not checked in the free run.

  • May combine two claims.

    Findingcitation

    Four of seven experimental studies on study time found that youth who used media while studying needed more time to complete an academic task, with correlations from .26 to .44.

    “First, four of the seven experimental studies on study time found that youth who used media while studying needed more time to complete an academic task, r range = .26to .44 (Bowman et al., 2010;Fox et al., 2009;Pool et al., 2003a;Subrahmanyam et al., 2013).”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Bowman et al., 2010 source

      Not checked in the free run.

    • cites Fox et al., 2009 source

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    • cites Pool et al., 2003a

      Not checked in the free run.

  • May combine two claims.

    Findingreasoning

    These negative relationships were found in experimental as well as survey studies, although the effects in both types are small to moderate.

    “These negative relationships were found in experimental as well as survey studies, although the effects in both types of studies are small to moderate.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S4 (based).

    Findingnone given

    Studies of academic performance have solely addressed the effects of media use during academic activities on academic performance.

    “Moreover, studies of academic performance have solely addressed the effects of media use during academic activities on academic performance.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingreasoning

    Other possible individual differences that may moderate the relationship between media multitasking and youths' functioning have been widely ignored.

    “Although some studies have examined individual differences related to the academic context, other possible individual differences that may moderate the relationship between media multitasking and youths' functioning have been widely ignored.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingnone given

    Youth who reported higher levels of media multitasking showed lower emotional well-being and more sleep problems.

    “Youth who reported higher levels of media multitasking showed lower emotional well-being and more sleep problems.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingnone given

    Some studies found no significant relationship and evidence regarding causality is still lacking.

    “However, some studies found no significant relationship and evidence regarding the causality of this relationship is still lacking.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingcitation

    Although task difficulty does not moderate media multitasking effects on academic performance, media multitasking is more disruptive when task-relevance is high and youth do not engage in note-taking.

    “Although task difficulty does not moderate media multitasking effects on academic performance, the studies have indicated media multitasking is more disruptive when task-relevance is high and youth do not engage in note-taking.”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Srivastava, 2013 source

      Not checked in the free run.

    • cites Fox et al., 2009 source

      Not checked in the free run.

    • cites Pool et al., 2000 source

      Not checked in the free run.

  • Classified as probably not a substantial claim.

    Findingnone given

    A clear theoretical framework for the underlying mechanisms in the relationship between media multitasking and academic performance is missing.

    “For example, a clear theoretical framework for the underlying mechanisms in the relationship between media multitasking and academic performance is missing.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S4 (based).

    Findingnone given

    Only a few researchers have examined the continuum of media multitasking.

    “Moreover, only a few researchers have examined the continuum of media multitasking.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingnone given

    Most studies of emerging adults are small and included only students from one specific university with a wide age range.

    “Most studies of emerging adults are small and included only students from one specific university with a wide age range.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S4 (based).

    Findingnone given

    Few studies on media multitasking among youth have been conducted using a clear theoretical framework.

    “Few studies on media multitasking among youth have been conducted using a clear theoretical framework.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingnone given

    Only a few studies have actually investigated adolescents, although concerns primarily focus on adolescents.

    “Although concerns regarding media multitasking primarily focus on adolescents, only a few studies have actually investigated adolescents.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Findingnone given

    Many studies have not included an explicit hypothesis regarding the mechanisms that explain the relationship between media multitasking and youths' functioning.

    “Many studies have not included an explicit hypothesis regarding the mechanisms that explain the relationship between media multitasking and youths' functioning.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Interpretationreasoning

    Mixed findings and the lack of a theoretical framework make it difficult to interpret and integrate the findings.

    “The mixed findings and the lack of a theoretical framework make it difficult to interpret and integrate the findings.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Premisecitation

    In a multisensory integration task, heavy media multitaskers were more sensitive to a supposedly irrelevant tone and performed better than light media multitaskers.

    “Similar to the previous findings, HMMs were more sensitive to this relevant tone and therefore performed better than LMMs on the multisensory integration task.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Lui & Wong, 2012

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    About 30% of media use among American adolescents aged 12-18 involves more than one medium concurrently.

    “Recent research among 702 American adolescents between 12 and 18 years revealed that about 30% of their media use involves more than one medium concurrently (Rideout et al., 2010).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Rideout et al., 2010

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Approximately 62% of surveyed university students reported using electronic media during academic activities.

    “Moreover, approximately 62% of university students surveyed (N = 1026) reported using electronic media during academic activities (Jacobsen & Forste, 2011).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Jacobsen & Forste, 2011 source

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    All 14 studies found greater media use during class related to lower course grades (r range −.16 to −.28) or lower test scores (r range −.21 to −.48).

    “All studies found that greater media use during class was related to lower course grades, r range = À.16 to À.28 (Clayson & Haley, 2013;Fried, 2008;Grace-Martin & Gay, 2001) or lower test scores, r range = À.21 to À.48 (Conard & Marsh, 2014;Ellis, Daniels, & Jauregui, 2010;End, Worthman, Mathews, & Wetterau, 2010;Hembrooke & Gay, 2003;Kraushaar & Novak, 2010;Kuznekoff & Titsworth, 2013;McDonald, 2”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Clayson & Haley, 2013

      Not checked in the free run.

    • cites Fried, 2008 source

      Not checked in the free run.

    • cites Grace-Martin & Gay, 2001

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  • May combine two claims.

    Interpretationreasoning

    Both the time displacement and limited information processing capacity hypotheses may explain why media use during academic activities interferes with academic performance.

    “Both the time displacement hypothesis and the limited information processing capacity hypothesis may explain why media use during academic activities interferes with academic performance.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationreasoning

    Studies on recall and reading comprehension, unlike recognition, provide clear evidence that media use while reading has negative effects.

    “In contrast, studies that investigated recall and reading comprehension rather than recognition presented clear evidence for the negative effects of media use while reading.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Interpretationreasoning

    Media use during academic activities limits the information processing capacity available for academic content.

    “Therefore, it has been argued that the use of media during academic activities limits the information processing capacity that is available for academic content (e.g., Junco & Cotten, 2011).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Junco & Cotten, 2011

      Not checked in the free run.

  • Classified as probably not a substantial claim.

    Study design and conductreasoning

    The review could examine only the relationship between media use during academic activities and academic performance.

    “Therefore, we were able to examine only the relationship between media use during academic activities and academic performance.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S1 (asserted).

    Premisereasoning

    Media use during academic activities may lead to negative consequences for academic performance.

    “Researchers that have examined the relationship between media use during academic activities and academic performance hypothesize that media use during academic activities may lead to negative consequences for youths' academic performance.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Premisecitation

    Time spent using media during academic activities may displace time spent on academic activities.

    “First, the time spent using media during academic activities may displace the time spent on academic activities (e.g., Fox, Rosen, & Crawford, 2009).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Fox et al., 2009 source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S4 (based).

    Interpretationreasoning

    If students do not spend sufficient time on academic assignments, they may not perform to the best of their abilities.

    “If students do not spend sufficient time on academic assignments, they may not perform to the best of their abilities.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Premisecitation

    Frequent simultaneous media use may eventually result in cognitive control deficits.

    “Frequently using multiple media simultaneously may eventually result in deficits in cognitive control, as is argued by the scattered attention hypothesis (e.g., Ophir et al., 2009).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Ophir et al., 2009 source

      Not checked in the free run.

  • May combine two claims.

    Interpretationreasoning

    The majority of studies on academic performance indicated that media use during academic activities is negatively related to or interferes with academic outcomes, study-related behaviors and attitudes, and perceived academic learning.

    “The majority of these studies indicated that media use during academic activities is negatively related to or interferes with three aspects of academic performance: (a) academic outcomes (i.e., GPA, grades, course/lecture outcomes, homework outcomes), (b) study-related behaviors and attitudes, and (c) perceived academic learning.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The three domains of youth functioning—cognitive control, academic performance, and socioemotional functioning—adequately capture the consequences of media multitasking for youth.

  • May combine two claims.

    Interpretationreasoning

    The majority of studies show that media use during academic activities is negatively related to academic outcomes, study-related attitudes and behaviors, and perceived academic learning.

    “With regard to academic performance, the majority of the studies show that media use during academic activities is negatively related to the three aspects of academic performance (i.e., academic outcomes, study-related attitudes and behaviors, and perceived academic learning).”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The three domains of youth functioning—cognitive control, academic performance, and socioemotional functioning—adequately capture the consequences of media multitasking for youth.

  • May combine two claims.

    Interpretationreasoning

    The few available studies indicate that media multitasking is related to lower emotional functioning, less sleep, and more sleeping problems.

    “The few available studies on socioemotional functioning indicate that media multitasking is related to lower emotional functioning, less sleep and more sleeping problems.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The three domains of youth functioning—cognitive control, academic performance, and socioemotional functioning—adequately capture the consequences of media multitasking for youth.

  • Probably not a substantial claim: may not pass S4 (based). May combine two claims.

    Interpretationreasoning

    Media multitasking could interfere with socioemotional functioning through deficits in cognitive control and through disruption and displacement of face-to-face interactions.

    “Although the theoretical link remains somewhat vague and possible underlying mechanisms have not been examined yet, media multitasking could interfere with socioemotional functioning through (1) deficits in cognitive control, and (2) disruption and displacement of face-to-face interactions.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Interpretationreasoning

    The direction of the relationship between media multitasking and the three domains of youths' functioning remains unclear.

    “Most importantly, the direction of the relationship between media multitasking and the three domains of youths' functioning remains unclear.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation

    Media multitasking includes at least two types: simultaneous use of more than one medium and media use while engaging in non-media activities.

    “Another aspect that needs to be taken into account in future studies is that media multitasking includes at least two types of multitasking with media: the simultaneous use of more than one medium and media use while engaging in non-media activities (Jeong & Hwang, 2012;Wallis, 2010).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Jeong & Hwang, 2012

      Not checked in the free run.

    • cites Wallis, 2010

      Not checked in the free run.

  • May combine two claims.

    Interpretationreasoning

    Because none of the studies has investigated the underlying mechanisms of the relationship between media use during academic activities and academic performance, it is not possible to single out which explanation is most valid.

    “However, because none of the studies has investigated the underlying mechanisms of this relationship, it is as yet not possible to single out which explanation is most valid.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Interpretationcitation

    The relationship between media multitasking and the three domains could be reversed or reciprocal, not only media multitasking leading to problems.

    “Although it is typically argued that media multitasking leads to problems in cognitive control, academic performance, and socioemotional functioning, the relationship could also be reversed or reciprocal, as is consistent with many contemporary media-effects theories (Valkenburg & Peter, 2013).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Valkenburg & Peter, 2013 source

      Not checked in the free run.

  • May combine two claims.

    Interpretationreasoning

    Overall, the available studies indicate a small to moderate negative relationship between media multitasking and cognitive control, academic performance, and socioemotional functioning.

    “Overall, the available studies indicate a small to moderate negative relationship between media multitasking and cognitive control, academic performance, and socioemotional functioning.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The three domains of youth functioning—cognitive control, academic performance, and socioemotional functioning—adequately capture the consequences of media multitasking for youth.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisenone given

    Media multitasking is not significantly related to GPA after controlling for social network sites use, according to the corresponding author's clarification.

    “the author explained that media multitasking was not significantly related to GPA, after controlling for social network sites use.”
    Quote in the paperNot a substantial claim
47 of 47

  • The paper relies on this without support.

    The included studies are sufficiently comparable in their measures and samples to permit a qualitative integration.

    “Therefore, we opted for a qualitative review which has three aims: (1) to provide an overview of existing theories regarding the possible consequences of media multitasking within the three domains, (2) to integrate the existing findings to understand the potential influence of media multitasking on the three domains of youths ' functioning, and (3) to identify the most important research gaps to”

  • The paper relies on this without support.

    The three domains of functioning (cognitive control, academic performance, and socioemotional functioning) adequately capture the relevant consequences of media multitasking for youth.

    “This review integrates available findings on the relationship between media multitasking and three domains of youths' functioning: cognitive control, academic performance, and socioemotional functioning.”

  • The paper relies on this without support.

    The three domains of youth functioning—cognitive control, academic performance, and socioemotional functioning—adequately capture the consequences of media multitasking for youth.

    “the three domains of youths' functioning: cognitive control, academic performance, and socioemotional functioning.”
3 of 3

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Multiple studies indicate that multitasking has a negative impact on cognitive performance.

    “Multitasking is common thanks to widespread technology use, and multiple studies point to its negative impact on cognitive performance.48”

    From Brain health consequences of digital technology use (2020) · cites this paper as [48]

    Section 3.3 reports that multiple studies found negative relationships between media multitasking and aspects of cognitive control. But it describes the evidence as mixed: performance-based studies also found null relationships, and the reported associations do not establish a general negative causal impact on cognitive performance. Page numbers are unavailable in our copy. (LLM, conf=0.85)

    Experimental — accuracy not yet measured

  • Certain computer games may enhance multitasking.

    “However, certain computer games may enhance multitasking, one of the cognitive domains that declines in a linear fashion across the lifespan.48”

    From Brain health consequences of digital technology use (2020) · cites this paper as [48]

    Section 3.1 (page unavailable) describes a hypothesis that frequent media multitasking may improve task switching, and section 3.2.2.1 reports one study associating it with more efficient task switching. Neither passage identifies computer games as the activity producing that benefit; the review also does not establish the sentence’s claim about linear decline across the lifespan. (LLM, conf=0.83)

    Experimental — accuracy not yet measured

  • Many studies found that media multitasking is associated with poor cognitive functioning and leads to reduced attentional control ability.

    “many studies found that media multitasking is associated with poor cognitive functioning. Notably, it leads to a reduced attentional control ability (36, 37).”

    From Media multitasking, depression, and anxiety of college students: Serial mediating effects of attention control and negative information attentional bias (2022) · cites this paper as [37]

    Sections 3.3 and 6 report associations between media multitasking and poorer everyday cognitive control and sustained attention. But they describe the evidence as mixed, find no relationship for several other control processes, and do not establish that media multitasking causes reduced attentional control. Page numbers were not provided in our copy. (LLM, conf=0.90)

    Experimental — accuracy not yet measured

  • Research is more consistent with the scattered attention hypothesis than the trained attention hypothesis.

    “Research is more consistent with the scattered attention hypothesis than the trained attention hypothesis (van der Schuur et al., 2015).”

    From Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance (2018) · cites this paper as van der Schuur et al., 2015

  • Negative outcomes such as impaired learning, reduced academic performance, and poorer social and psychological well-being have been associated with multitasking.

    “However, negative outcomes such as impaired learning [45], reduced academic performance [42], poorer social and psychological well-being [46] have been associated with multitasking.”

    From “From the moment I wake up I will use it…every day, very hour”: a qualitative study on the patterns of adolescents’ mobile touch screen device use from adolescent and parent perspectives (2019) · cites this paper as [46]

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

  • Age-group counts exceed the reported number of academic-performance studies

    Minor

    The stated groups contain 37 emerging-adult studies, five adolescent studies, one pre-adolescent study, and one mixed-age study. These add to 44, not the reported 43. The adolescent category also names only four studies, suggesting that its count should be four.

    Reported 43 · recomputed 44

1 of 1

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Related

Authors
van der Schuur, W. A., Baumgartner, S. E., Sumter, S. R., & Valkenburg, P. M.
Affiliations
University of Amsterdam (NL)
ORCID
Venue
Computers in Human Behavior
Publisher
Elsevier BV
Published
2015-12
Volume
53
Pages
204-215
ISSN
0747-5632 (ISSN-L)
DOI
10.1016/j.chb.2015.06.035
OpenAlex
W2374374399
Semantic Scholar
250190b6bb9ad74174a194830d37a1f9e896fb03
Cited by
370
References
94
Citations by year
2026: 25 · 2025: 39 · 2024: 38 · 2023: 31 · 2022: 68 · 2021: 46 · 2020: 29 · 2019: 40 · 2018: 29 · 2017: 17 · 2016: 8
FWCI
63.03
Type
journal article
Language
en
Open access
Licence
Locations
  • Computers in Human Behavior (publishedVersion)
  • UvA-DARE (University of Amsterdam) (submittedVersion, other-oa)
  • Data Archiving and Networked Services (DANS) (submittedVersion, other-oa)
Topics
  • Social Sciences › Sociology and Political Science › Impact of Technology on Adolescents
  • Social Sciences › Decision Sciences › Information Systems and Management › Personal Information Management and User Behavior
  • Social Sciences › Education › Child Development and Digital Technology
Keywords
media multitasking, youth, cognitive control, academic performance, social-emotional functioning, causal direction, individual differences, contextual factors

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