Introduction
The article “Not all screen time is created equal: associations with mental health vary by activity and gender” was written by Jean M. Twenge and Elizabeth Farley, hailing from San Diego State University and Florida State University, respectively. Their research aimed to delve into the correlation between screen time, specific screen activities, and mental health while considering gender differences.
Review of Study Findings
Adolescent Digital Activities and Mental Health
Twenge and Farley utilized a cross-sectional research methodology, assessing data from the Monitoring the Future survey, which involved 8th and 10th-grade students in the United States. The survey, conducted annually from 2014 to 2017, provided a plethora of information on adolescents’ screen activities, including social media use, texting, gaming, web surfing, video chatting, and TV/movie watching. They also examined the mental health markers of the participants, such as self-esteem, happiness, and depressive symptoms.
The study’s findings were nuanced and varied. The authors discovered that for girls, all screen activities (apart from video chatting) were associated with lower self-esteem, lower happiness, and higher depressive symptoms. For boys, however, only three activities—social media, texting, and video gaming—were linked to lower self-esteem and happiness and increased depressive symptoms. TV and movie watching and web surfing had no significant association with mental health markers for boys.
Adolescent Screen Time and Depression
The research conducted by Zink, Belcher, Imm, Leventhal, and Brick in 2019 reinforced Twenge and Farley’s findings, drawing a link between the time adolescents engage in screen activities and the prevalence of depressive symptoms. However, a key aspect of their study is the determination that not all screen activities have the same effect on mental health. For instance, the impact of video gaming might be different from that of social media use. Additionally, their study suggests that the correlation between screen time and mental health is not a blanket effect that applies universally.
Instead, the specific type of screen activity can have a varying impact. For example, scrolling through social media might have a different effect on mental health compared to watching videos online or playing video games. The researchers further elaborated that the individual’s gender also plays a role in this relationship. This suggests that the impact of screen time on mental health may manifest differently in males and females. The study did not specify these differences, but it can be inferred that they have identified gender as a potential variable in this context.
Hence, Zink, Belcher, Imm, Leventhal, and Brick’s study does more than affirm the connection between screen time and depressive symptoms found by Twenge and Farley. It adds nuances to our understanding of this relationship, emphasizing the varying impacts of different types of screen activities and the role of gender in this equation.
Adolescent Technology Use and Other Factors of Mental Health
However, not everyone concurs with these findings. Odgers and Robb (2020) argue that the connection between screen time and mental health is not as straightforward as Twenge and Farley suggest. They assert that the impact of digital technology on the mental health of young people is smaller than many fear and is likely driven by specific behaviors and social conditions related to screen time rather than screen time itself.
Study Comparison and Critique
The study conducted by Twenge and Farley is an essential addition to the dialogue surrounding the effects of screen time on mental health. Their research provides valuable insights, but the reception of their findings is mixed. Some scholars and experts agree with their conclusions, acknowledging their relevance and applicability to technology use and mental health discussions. However, others challenge these findings and doubt their validity or applicability.
These criticisms underscore the necessity for further research in this area to corroborate or challenge the findings of Twenge and Farley. They suggest that future studies on screen time and mental health should be more nuanced, considering various factors that may affect their relationship. For instance, the type of screen time (e.g., educational vs. recreational), the individual’s socioeconomic status, and their psychological predispositions could all play a role in the impact of screen time on mental health.
The critics also stress the need for contextualizing the research – understanding the particular environments, cultures, or conditions within which the screen time occurs. The impact of screen time on a teenager in the United States, for instance, might differ from that in a developing country due to differences in lifestyle, access to technology, and cultural norms around technology use.
Conclusion
In sum, while Twenge and Farley’s study is a critical piece of the larger conversation on screen time and mental health, it also highlights the complexity of the issue and the need for more comprehensive and sensitive research to understand this relationship fully.
References
Odgers, C. L., & Robb, M. B. (2020). Kids’ digital lives and mental health: The evidence base. Journal of Children and Media, 14(4), 503-509. Web.
Twenge, J.M., & Farley, E. (2021). Not all screen time is createdequal: associations with mental health vary by activity and gender. Soc Psychiatry Psychiatr Epidemiol 56, 207–217. Web.
Zink, J., Belcher, B. R., Imm, K., Leventhal, A. M., & Brick, T. (2019). The relationship between screen-based sedentary behaviors and symptoms of depression and anxiety in youth: A systematic review of moderating variables. BMC Public Health, 19(1). Web.
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