Citation

Pea R, Nass CI, Meheula L, Rance M, Kumar A, Bamford H, Nass M, Simha A, Stillerman B, Yang S, Zhou M. Dev. Psychol. 2012; 48(2): 327-336.

Affiliation

School of Education, Stanford University, Stanford, CA 94305, USA. roypea@stanford.edu

Copyright

(Copyright © 2012, American Psychological Association)

DOI

10.1037/a0027030

PMID

22268607

Abstract

An online survey of 3,461 North American girls ages 8-12 conducted in the summer of 2010 through Discovery Girls magazine examined the relationships between social well-being and young girls' media use--including video, video games, music listening, reading/homework, e-mailing/posting on social media sites, texting/instant messaging, and talking on phones/video chatting--and face-to-face communication. This study introduced both a more granular measure of media multitasking and a new comparative measure of media use versus time spent in face-to-face communication. Regression analyses indicated that negative social well-being was positively associated with levels of uses of media that are centrally about interpersonal interaction (e.g., phone, online communication) as well as uses of media that are not (e.g., video, music, and reading). Video use was particularly strongly associated with negative social well-being indicators. Media multitasking was also associated with negative social indicators. Conversely, face-to-face communication was strongly associated with positive social well-being. Cell phone ownership and having a television or computer in one's room had little direct association with children's socioemotional well-being. We hypothesize possible causes for these relationships, call for research designs to address causality, and outline possible implications of such findings for the social well-being of younger adolescents.

Language: en