Institute of Applied Sustainability to the Built Environment, Department of Environment Constructions and Design, University of Applied Sciences and Arts of Southern Switzerland, Switzerland.
Department of Sociology and Social Research, Università Degli Studi di Milano-Bicocca, Italy.
Soc Sci Res. 2023 Aug;114:102915. doi: 10.1016/j.ssresearch.2023.102915. Epub 2023 Aug 5.
There is a growing debate about the proper age at which teens should be given permission to own a personal smartphone. While experts in different disciplines provide parents and educators with conflicting guidelines, the age of first smartphone acquisition is constantly decreasing and there is still limited evidence on the impact of anticipating the age of access on learning outcomes. Drawing on two-wave longitudinal data collected on a sample of 1672 students in 2013 (at grade 5) and 2016 (at grade 8), this study evaluates whether obtaining the first personal smartphone at 10 or 11 years old, during the transition to lower secondary school (early owning), affected their language proficiency trends compared to receiving it from the age of 12 onwards (late owning). Results indicate an overall null effect of smartphone early owning on adolescents' language proficiency trajectories, while a negative effect is found on those who were already heavy screen media users before receiving the device.
关于青少年应该在什么年龄被允许拥有个人智能手机，人们对此存在越来越多的争议。尽管不同学科的专家为家长和教育工作者提供了相互矛盾的指导方针，但首次获得智能手机的年龄却在不断降低，而关于提前接触年龄对学习成果的影响的证据仍然有限。本研究利用 2013 年（五年级）和 2016 年（八年级）对 1672 名学生进行的两波纵向数据，评估了在进入初中（早期拥有）时，即 10 岁或 11 岁获得第一台个人智能手机，与从 12 岁开始获得相比，是否会影响他们的语言熟练程度趋势（晚期拥有）。结果表明，智能手机早期拥有对青少年的语言熟练程度轨迹没有总体影响，但对于那些在获得设备之前已经是重度屏幕媒体使用者的青少年，会产生负面影响。
