Sampasa-Kanyinga Hugues, Chaput Jean-Philippe, Hamilton Hayley A
School of Epidemiology and Public Health, University of Ottawa, 600 Peter Morand Cr, Room 308C, Ottawa, ON, K1H 8M5, Canada.
Healthy Active Living and Obesity Research Group, Children's Hospital of Eastern Ontario Research Institute, Ottawa, ON, Canada.
J Prim Prev. 2019 Apr;40(2):189-211. doi: 10.1007/s10935-019-00543-6.
We examined the associations between social media use (SMU) and school connectedness and academic performance among middle and high school students, and tested whether age, gender, and school type (i.e., middle school vs. high school) moderated these relationships. We obtained study data from the 2013 cycle of the Ontario Student Drug Use and Health Survey, a representative province-wide cross-sectional survey of students in grades 7 through 12 (N = 10,076). We performed multiple linear regression analyses to examine the nature of the association between SMU and both school connectedness and academic performance. Because school type was a significant moderator of the relationships between social media use and school connectedness, all subsequent analyses were stratified by school type. After adjusting for age, gender, ethnicity, subjective socioeconomic status and substance use, results showed that SMU of 2 h or less per day was positively associated with high levels of school connectedness in high school students (β = 0.402; 95% CI 0.199, 0.605). However, an SMU of more than 2 h per day was negatively associated with school connectedness in middle school students (β = - 0.393; 95% CI - 0.649, - 0.137) and with academic performance in both middle school (β = - 0.153; 95% CI - 0.299, - 0.006) and high school (β = - 0.203; 95% CI - 0.323, - 0.083) students. Results further indicated that the relationship between SMU and school connectedness in high school students significantly varied by age, with stronger associations in older students. Gender was not a significant moderator of the observed relationships. In conclusion, heavy SMU is negatively associated with school connectedness and academic performance among middle and high school students. These results suggest that adolescents should limit their SMU to no more than 2 h per day.
我们研究了社交媒体使用（SMU）与初高中学生的学校归属感及学业成绩之间的关联，并测试了年龄、性别和学校类型（即初中与高中）是否会调节这些关系。我们从2013年安大略省学生药物使用与健康调查中获取了研究数据，这是一项全省范围内具有代表性的针对7至12年级学生的横断面调查（N = 10,076）。我们进行了多元线性回归分析，以研究SMU与学校归属感及学业成绩之间关联的性质。由于学校类型是社交媒体使用与学校归属感之间关系的显著调节因素，所有后续分析均按学校类型进行分层。在调整了年龄、性别、种族、主观社会经济地位和物质使用情况后，结果显示，每天2小时及以下的SMU与高中生较高的学校归属感呈正相关（β = 0.402；95%置信区间0.199，0.605）。然而，每天超过2小时的SMU与初中生的学校归属感呈负相关（β = -0.393；95%置信区间-0.649，-0.137），与初中生（β = -0.153；95%置信区间-0.299，-0.006）和高中生（β = -0.203；95%置信区间-0.323，-0.083）的学业成绩均呈负相关。结果进一步表明，高中生中SMU与学校归属感之间的关系因年龄而异，年龄较大的学生之间的关联更强。性别不是所观察到的关系的显著调节因素。总之，大量的SMU与初高中学生的学校归属感和学业成绩呈负相关。这些结果表明，青少年应将他们的SMU限制在每天不超过2小时。
