„Etwa die Hälfte der Schulleitungen (46 %) und Pädagog:innen (53 %) sehen die größten Problemfelder in der sozialen Verarmung durch digitale Medien. Ein Drittel der Schulleitungen (30 %) und Pädagog:innen (32 %) sieht ein Problem durch körperliche Auseinandersetzungen zwischen Schüler:innen.“
IfGP (Hrsg.), Gesundheit und Wohlbefinden von Schulleitungen und Pädagog:innen in Österreich. Ergebnisse der ATPHS 2022 (2024), S. 16.
„This cohort study found a negative association between screen time and measures of parent-child talk across those early years. For every additional minute of screen time, children heard fewer adult words, spoke fewer vocalizations, and engaged in fewer back-and-forth interactions.“
Dr. Mary Brushe u.a., Screen Time and Parent-Child Talk When Children Are Aged 12 to 36 Months (2024), S. 2.
„Research has shown that insufficient sleep and sleepiness have negative effects on learning, memory, and school performance, with the effect being the strongest during early adolescence.“
IEA (Hrsg.), Aspects of Student Well-Being and Reading Achievement in PIRLS 2021 (2024), S. 12.
„10 % der Mädchen und 7 % der Burschen zeigen eine problematische Nutzung von sozialen Medien. Ab Schulstufe 7 steigt die durchschnittliche Zeit, die am Handy verbracht wird, rapide an und ist ab dann bei Mädchen immer etwas höher als bei Burschen.“
BMSGPK (Hrsg.), Gesundheit und Gesundheitsverhalten von österreichischen Schülerinnen und Schülern (2023), S. 8.
„Nicht ganz 9 % aller Schüler:innen liegen mit ihren Antworten über dem Schwellenwert der ‚Social Media Disorder‘ Skala – mehr Mädchen als Burschen (10 % vs. 7 %) – und zeigen damit eine problematische Nutzung von sozialen Medien. Am stärksten davon betroffen sind Mädchen in Schulstufe 7 und 9 (jeweils 12 %), am wenigsten Burschen in Schulstufe 11 (4 %).“
BMSGPK (Hrsg.), Gesundheit und Gesundheitsverhalten von österreichischen Schülerinnen und Schülern (2023), S. 68.
„Jugendliche selbst besitzen in der Regel ein eigenes Smartphone (96 %). Etwa drei Viertel haben einen eigenen Computer/Laptop, wobei Laptops (53 %) häufiger im Besitz sind als Computer (40 %). 57 Prozent haben ein Fernsehgerät im Zimmer, 51 Prozent ein Smart-TV. Mit Blick auf Tablets setzt sich der Aufwärtstrend der letzten Jahre weiter fort. Aktuell besitzen 56 Prozent der Jugendlichen ein eigenes Tablet (2022: 51 %, 2021: 43 %, 2020: 38 %, 2019: 25 %). 47 Prozent haben eine eigene feste Spielkonsole wie eine Playstation oder eine Xbox, ein Drittel eine tragbare Spielkonsole wie eine Nintendo Switch.“
mpfs (Hrsg.), JIM-Studie 2023. Basisuntersuchung zum Medienumgang 12- bis 19-Jähriger (2023), S. 6.
„93 Prozent der Jugendlichen nutzen täglich ihr Smartphone, 88 Prozent sind jeden Tag online.“
mpfs (Hrsg.), JIM-Studie 2023. Basisuntersuchung zum Medienumgang 12- bis 19-Jähriger (2023), S. 14.
„Was die Nutzung von E-Books betrifft, können diese sich in der Konkurrenz zu ihren gedruckten Gegenstücken auch weiterhin nicht durchsetzen. Nur zehn Prozent der Jugendlichen lesen täglich oder mehrmals pro Woche E-Books (2022: 11 %). Weitere 24 Prozent tun dies wenigstens einmal im Monat, so dass zur Gruppe der digitalen Leserschaft rund ein Drittel der Jugendlichen gezählt werden kann.“
mpfs (Hrsg.), JIM-Studie 2023. Basisuntersuchung zum Medienumgang 12- bis 19-Jähriger (2023), S. 18.
„88 Prozent der Jugendlichen sind täglich in ihrer Freizeit online (2022: 84 %, 2021: 88 %), weitere acht Prozent zumindest mehrmals pro Woche und nur vier Prozent nutzen das Internet seltener. Im Altersverlauf nimmt die tägliche Nutzung des Internets zu. So sind 81 Prozent der Zwölf- bis 13-Jährigen täglich online, während es bei den 18- bis 19-Jährigen 90 Prozent sind.“
mpfs (Hrsg.), JIM-Studie 2023. Basisuntersuchung zum Medienumgang 12- bis 19-Jähriger (2023), S. 23.
"Jugendliche verbringen in ihrer Freizeit täglich durchschnittlich 224 Minuten online. […] Jungen verbringen mehr Zeit online (233 Min., Mädchen: 213 Min.) und auch im Altersverlauf sind deutliche Unterschiede in der Onlinenutzungszeit zu sehen. So sind Zwölf- bis 13-Jährige noch durchschnittlich 160 Minuten täglich im Netz, während 14-15-Jährige bereits 209 Minuten und 16-17-Jährige 252 Minuten im Internet verbringen. Ab 18 Jahren steigt die durchschnittliche Zeit mit 272 Minuten auf 4,5 Stunden pro Tag an. Bei Jugendlichen an Haupt- und Realschulen fällt die Nutzungsdauer mit durchschnittlich 233 Minuten länger aus (Gymnasium: 213 Min.)."
mpfs (Hrsg.), JIM-Studie 2023. Basisuntersuchung zum Medienumgang 12- bis 19-Jähriger (2023), S. 23f.
„Ein Viertel der Befragten gibt an, dass die Dauer ihrer Smartphonenutzung reglementiert ist. Insbesondere Jüngere müssen sich häufiger an Regeln halten (12-13 Jahre: 58 %, 14-15 Jahre: 29 %, 16-17 Jahre: 9 %, 18-19 Jahre: 4 %).“
mpfs (Hrsg.), JIM-Studie 2023. Basisuntersuchung zum Medienumgang 12- bis 19-Jähriger (2023), S. 26.
„Mit Blick auf den formalen Bildungshintergrund sind Unterschiede festzustellen. So kommen Jugendliche, die ein Gymnasium besuchen, insbesondere in Gesprächen mit Familie und Freunden häufiger in Kontakt mit dem aktuellen Weltgeschehen und stoßen häufiger bei Nachrichten in TV/Radio, speziellen Nachrichten-Apps und Onlineangebote von Zeitungen/ Zeitschriften auf Informationen. Jugendliche, die eine Haupt-/Realschule besuchen, finden diese im Vergleich häufiger bei Snapchat und TikTok.“
mpfs (Hrsg.), JIM-Studie 2023. Basisuntersuchung zum Medienumgang 12- bis 19-Jähriger (2023), S. 45.
„Etwa jeweils zwei von fünf Jugendlichen wurde im letzten Monat vor der Befragung mit extremen politischen Ansichten, Verschwörungstheorien oder Hassbotschaften konfrontiert. 23 Prozent sind ungewollt auf pornografische Inhalte gestoßen, 14 Prozent haben Anfeindungen gegen sich persönlich erleben müssen. Lediglich 27 Prozent konnten von sich sagen, im letzten Monat keinem dieser Phänomene im Internet begegnet zu sein.“
mpfs (Hrsg.), JIM-Studie 2023. Basisuntersuchung zum Medienumgang 12- bis 19-Jähriger (2023), S. 52.
„Generell gehen 63 Prozent der Befragten regelmäßig im Unterricht online, elf Prozent nutzen digitale Spiele im Unterricht. Was die Zugangsgeräte betrifft, wird ein Tablet von 39 Prozent regelmäßig verwendet, gefolgt von Whiteboards und Smartphones (jeweils 35 %) sowie der Schulcloud (33 %). Etwa jede/-r Vierte nutzt Smartboards (26 %), jede/-r Fünfte Laptops (21 %) und Computer (18 %).“
mpfs (Hrsg.), JIM-Studie 2023. Basisuntersuchung zum Medienumgang 12- bis 19-Jähriger (2023), S. 57.
„Der Einsatz eines Schulmessengers ist recht weit verbreitet. 79 Prozent der Schüler*innen geben an, zumindest selten einen Schulmessenger zu verwenden. 17 Prozent nutzen diesen täglich, 31 Prozent mehrmals pro Woche, 13 Prozent einmal in der Woche, sechs Prozent einmal in 14 Tagen, drei Prozent einmal im Monat und neun Prozent seltener. […] Knapp ein Drittel hat das Gefühl durch die Plattformen (Anm.: der Schule) ständig erreichbar sein zu müssen (31 %), 30 Prozent können durch diese nicht richtig von der Schule abschalten und 24 Prozent fühlen sich gestresst. 17 Prozent verlieren den Überblick und 12 Prozent fühlen sich technisch überfordert.“
mpfs (Hrsg.), JIM-Studie 2023. Basisuntersuchung zum Medienumgang 12- bis 19-Jähriger (2023), S. 59.
„PISA 2022 data show that many students study mathematics in a disciplinary climate that is not favourable to learning […] Apart from 'traditional' disciplinary problems, such as students not listening to what the teacher says, or trying to learn in a noisy and disorderly classroom, one in three students, on average across OECD countries, also reported that, in most or every mathematics lesson, they get distracted using digital devices.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 100.
„PISA 2022 results highlight the importance of finding effective ways to limit the distraction caused by using digital devices in class. The frequency with which students become distracted by other students who are using digital devices in class is among the disciplinary aspects that shows the strongest association with mathematics performance.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 100.
„PISA 2022 results show that school phone bans appear to be effective in reducing distractions in class. However, on average across OECD countries, 29 % of students in schools where the use of cell phones is banned reported using a smartphone several times a day, illustrating that cell phone bans are not always effectively enforced.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 168.
„Evidence from PISA 2022 shows that 30 % of students reported becoming distracted by using digital devices in mathematics lessons. […] Relying on students’ cell phones at school increases the risk that students use their phones in class for non-educational activities or get distracted by notifications. By contrast, the use of educational software at school has a more moderately negative association with students’ concentration, suggesting that the use of digital resources with pedagogical intent makes a difference, although it does not completely eliminate distractions.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 186.
„On average across OECD countries, students who did not spend time on digital devices for learning at school scored 456 points in mathematics (14 % of students were in this category). Students who spent up to one hour per day on digital devices for learning activities in school (31 % of students) scored 25 points higher in mathematics than students who spent no time, on average across OECD countries. Even after accounting for students’ and schools’ socio-economic profile, students scored 14 points higher, and this positive relationship is observed in over half of all systems with available data. However, on average across OECD countries, students who spent between 5 and 7 hours per day on digital devices for learning activities in school (7.8 % of students) scored 12 points lower than students who spent between 3 and 5 hours per day; after accounting for students’ and schools’ socio-economic profile, the former group of students scored 10 points lower.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 193f.
„Apart from 'traditional' disciplinary problems, around 30 % of students, on average across OECD countries, reported that, in most or every mathematics lesson, they get distracted using digital devices. Equally important, around 25 % of students indicated that, in most or every lesson, they become distracted by other students who are using digital devices, that the teacher has to wait a long time for students to quiet down, that students cannot work well and that students do not start working for a long time after the lesson begins. […] On average across OECD countries, students who reported that they become distracted in every or most mathematics lessons scored 15 points lower in mathematics than students who reported that this never or almost never happens, after accounting for students’ and schools’ socio-economic profile.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 254f.
„Many schools have introduced guidelines addressing the problem of distraction when students use digital devices in school. The content and design of such rules, as well as the capacity to enforce them, determine their effectiveness. When a school’s written statements or rules are too general, imprecise or lenient, they are unlikely to benefit teaching and learning with digital devices. Schools and teachers also need the time and capacity to enforce such rules. […] On average across OECD countries, 30 % of students in schools where the use of cell phones is banned reported using a smartphone several times a day, and 21 % reported using one every day or almost every day at school. These data show that cell phone bans are not always effectively enforced.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 255.
„Students who spend up to one hour per day on digital devices for learning activities in school scored 24 points higher in mathematics than students who spend no time on such devices, on average across OECD countries. Even after accounting for students’ and schools’ socio-economic profile, the former group of students scored 14 points higher. […] However, the relationship becomes negative when students spend more than one hour per day on digital devices for learning in school.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 255.
„Overall, data from the Programme for International Student Assessment (PISA) suggest that 15-year-old students with both very high and very low levels of digital device use at school tend to display poorer performance in reading, science, mathematics and in collaborative problem solving, whereas moderate engagement with digital technologies tends to be associated with better performance.“
OECD (Hrsg.), Shaping Digital Education (2023), S. 25f.
„Across OECD countries with available data, teacher-led uses of digital devices tend to be associated with higher student performance than student-led uses of digital devices, even after accounting for students and schools’ socio-economic background, school digital infrastructure or students’ perceived digital competence.“
OECD (Hrsg.), Shaping Digital Education (2023), S. 67.
„In most OECD countries, the amount of time students spend using digital devices for schoolwork was negatively associated with their reading performance after accounting for students’ and schools’ socio-economic status. […] These findings appear to suggest that some learning activities could be better done without digital devices and that the use of digital devices might, in some cases, displace more beneficial instructional activities.“
OECD (Hrsg.), Shaping Digital Education (2023), S. 69.
„[…] there was a dose-response association between longer screen time at age 1 year and developmental delays in communication and problem-solving at ages 2 and 4 years. In particular, more than 4 hours of screen time per day was associated with developmental delays in communication and problem-solving across ages 2 and 4 years.“
Ippei Takahashi, MMSc u. a., Screen Time at Age 1 Year and Communication and Problem-Solving Developmental Delay at 2 and 4 Years. In: JAMA Pediatrics 2023, 177(10), S. 1043.
„Besonders schädlich ist die Bildschirmnutzung im Vorschulalter (hoher Konsum bedeutete durchschnittlich zwei Stunden pro Tag) für spätere Kompetenzen. […] Fernsehkonsum im Alter von 2.5 und 4.5 Jahren (nach Auskunft der Eltern) hängt negativ mit den Schulleistungen in der vierten Klasse (Angabe der Lehrpersonen) zusammen. Dafür seien nach den Autoren direkte Effekte (Einfluss auf Entwicklung des Gehirns) und indirekte Effekte (verringertes Konzentrations- und Aufmerksamkeitsvermögen, verringerte Aufgabenorientiertheit und geringes autonomes Lernverhalten) verantwortlich.“
Dr. Avelina Lovis-Schmidt u. a., Bildschirmkonsum und kognitive Kompetenzen im Kindes- und Jugendalter. In: Lernen und Lernstörungen (2022), 11 (2), S. 105f.
„Parental media use, and in particular mobile media use, […] has been shown to have a negative association with parent–child interaction quality, with parental phone use in particular associating with children’s externalizing and internalizing problems. […] Longitudinal research on family talk with young children (three years old) about feeling states demonstrated that such talk (frequency, causal discussions, disputes) predicted greater emotional recognition and empathy in those children as six‐year‐olds.“
Univ.-Prof. Dr. Robin L. Nabi u. a., Does Digital Media Use Harm Children’s Emotional Intelligence?. In: Media and Communication, 2022, Vol. 10, Iss. 1, S. 352f.
„Die Schülerinnen und Schüler verbringen heute außerhalb der Schule an Wochentagen rd. 3 Stunden online, und an Wochenenden sind es 3,5 Stunden pro Tag.“
OECD (Hrsg.), „PISA 2018 Ergebnisse. Was Schülerinnen und Schüler wissen und können“ (2019), S. 37
USA: „The rise of digital media and the fall of everything else over the last decade, the amount of time adolescents spend on screen activities (especially digital media such as gaming, social media, texting, and time online) has steadily increased, accelerating after 2012 after the majority of Americans owned smartphones. By 2017, the average 12th grader (17-18 years old) spent more than 6 hours a day of leisure time on just three digital media activities (internet, social media, and texting). By 2018, 95 % of United States adolescents had access to a smartphone, and 45% said they were online 'almost constantly'.“
Univ.-Prof. Dr. John F. Helliwell u.a., World Happiness Report 2019 (2019), S. 90.
USA: „The way adolescents socialize has fundamentally shifted, moving toward online activities and away from face-to-face social interaction. Other activities that typically do not involve screens have also declined: Adolescents spent less time attending religious services, less time reading books and magazines, and (perhaps most crucially) less time sleeping. These declines are not due to time spent on homework, which has declined or stayed the same.“
Univ.-Prof. Dr. John F. Helliwell u.a., World Happiness Report 2019 (2019), S. 90.
USA: „Several studies have found that adolescents and young adults who spend more time on digital media are lower in well-being. For example, girls spending 5 or more hours a day on social media are three times more likely to be depressed than non-users, and heavy internet users (vs. light users) are twice as likely to be unhappy. Sleeping, face-to-face social interaction, and attending religious services – less frequent activities among iGen teens compared to previous generations – are instead linked to more happiness.“
Univ.-Prof. Dr. John F. Helliwell u.a., World Happiness Report 2019 (2019), S. 91.
USA: „The concept of addiction was originally applied by psychologists and public health specialists mainly or exclusively to substances such as tobacco, alcohol, marijuana, opioids (natural and synthetic), and other drugs. More recently, many psychologists have come to regard various behaviors as potential addictions as well. Such addictive behaviors include gambling; social media use, video gaming, shopping, consuming unhealthy foods, exercising, engaging in extreme sports, engaging in risky sexual behaviors, and others. Such behaviors may become compulsive, with individuals pursuing them to excess, despite the awareness of their harmful nature to the individuals themselves and to those around them (including family and friends).“
Univ.-Prof. Dr. John F. Helliwell u.a., World Happiness Report 2019 (2019), S. 124.
„On average, disadvantaged students spent 2.3 hours more online each week. […] Disadvantaged students in Austria and Spain spent 6.3 hours more.“
Dr. Adrien Lorenceau u. a., „Upgrading the ICT questionnaire items in PISA 2021“ (2019), S. 15
Anm.: Als „disadvantaged students“ werden in dieser Untersuchung diejenigen bezeichnet, die zum sozioökonomisch schwächsten Viertel der Gesellschaft gehören.
„In the United Kingdom, recent results show that 52 % of 3-4 year-olds and 82 % of 5-7 year-olds are online. Children generally have their first experience with digital technologies before the age of two.“
OECD (Hrsg.), Educating 21st Century Children (2019), S. 35.
„PISA defines 'extreme Internet users' as those who spend more than 6 hours online per day outside of school. In 2015, 26 % of respondents were considered extreme Internet users on weekends, versus 16 % during the week.“
OECD (Hrsg.), Educating 21st Century Children (2019), S. 36.
„About 9 % of 15-year olds in the OECD reported being subject to cyberbullying although the share could be higher as victims are often reluctant to self-report. In 24 of the 28 countries for which data were available, young girls […] were more likely than boys to report having been cyberbullied, but they are also more likely to chat online daily or almost daily than boys.“
OECD (Hrsg.), Going Digital (2019), S. 111.
„A study among 14-year-olds in Belgium found that frequent gamers had brain abnormalities compared to other teens, potentially resulting from dopamine releases associated with video games.“
OECD (Hrsg.), How's Life in the Digital Age (2019), S. 60.
„A longitudinal study run on 3 000 children in Singapore found that extreme video game use and problems such as social phobia, attention deficit disorder, anxiety and depression often occur together and are likely to be mutually reinforcing. Results from the PISA study show that extreme use of the Internet among children is associated with lower life satisfaction and school results, even when controlling for socio-economic backgrounds.“
OECD (Hrsg.), How's Life in the Digital Age (2019), S. 60.
„Extreme Internet use among young people is common in OECD countries. On average, 24 % of 15-year-olds spend more than 6 hours a day on the Internet on weekend days, and a figure that is as high as 43 % in Chile and 37 % in the United Kingdom. Culture may play a role in the extent to which children spend long periods of time online, with the lowest share of extreme users among children in Japan and Korea. The level of educational achievement of parents also seem to be associated with extreme Internet use, with children of highly educated parents less likely to be extreme Internet users in most countries.“
OECD (Hrsg.), How's Life in the Digital Age (2019), S. 60f.
„With the omnipresence of screen-based devices in modern society, the majority of sedentary behaviour in children is now spent engaged with screens. Recent reports suggest that youth in the US spend an average of 7.5 hours per day engaged in screen-based activities.“
Dr. Jeremy J. Walsh u. a., Associations between 24-hour movement behaviours and global cognition in a cross-sectional sample of US children (2019), S. 2.
„Emerging evidence suggests that higher rates of mobile device and social media use has an unfavorable relationship with attention, memory, impulse control, and academic performance, possibly due to interfering effects of social media multi-tasking and/or the negative impact of excessive screen time on sleep.“
Dr. Jeremy J. Walsh u. a., Associations between 24-hour movement behaviours and global cognition in a cross-sectional sample of US children (2019), S. 7.
„Man kann davon ausgehen, dass zwei Prozent der Gesamtbevölkerung und vier bis sechs Prozent der jungen Menschen von Onlinesucht betroffen sind.“
Dr. Roland Mader, Primarius am Anton Proksch Institut, ORF Wien online am 2. November 2018
„Es besteht ein Zusammenhang zwischen dem Fernsehkonsum und der schulischen Leistung: Je höher der Fernsehkonsum ist, desto schlechter ist die schulische Leistung.“
Univ.-Prof. Dr. John Hattie u. a., „Visible Learning. Auf den Punkt gebracht“ (2018), S. 57
„PISA 2015 data revealed that, on average across OECD countries, students spent almost two and a half hours online outside of school on a typical weekday, and more than three hours on a typical weekend. Time spent online increased on average by about 40 minutes between 2012 and 2015, both on weekdays and weekends.“
Julie Hooft Graafland, „New technologies and 21st century children“ (2018), S. 9
„Across OECD countries, 75 % of 15-year-old boys played one-player games regularly, and more than 13 % played every day. 70 % of 15-year-old boys played collaborative online games regularly, and almost 20 % did so every day.“
Julie Hooft Graafland, „New technologies and 21st century children“ (2018), S. 11
„On average, 54 % of students who took the 2015 PISA assessment reported that they felt bad when no Internet connection was available. […] In European countries, socio-economically advantaged students were less likely to report that they felt bad without available Internet connection, compared to disadvantaged students.“
Julie Hooft Graafland, „New technologies and 21st century children“ (2018), S. 12
„PISA defines children as 'extreme Internet users' when they spend more than 6 hours online per day outside school. In 2015, 16 % of 15 year olds among OECD countries could be considered 'extreme Internet users' during weekdays, and 26 % during weekends. 'Extreme Internet users' reported less life satisfaction and were more likely to be bullied at school. […] 'Extreme Internet users' performed worse across all subjects in the PISA test, even after accounting for differences in socio-economic backgrounds.“
Julie Hooft Graafland, „New technologies and 21st century children“ (2018), S. 12
„Psychological factors also influence extreme Internet use. Children who experience anxiety, depression, psychological distress or have symptoms of attention deficit hyperactivity disorder (ADHD) or autism spectrum disorder (ASD), are more likely to be 'extreme Internet users'. Note that some of these indicators can also be consequences of extreme Internet use.“
Julie Hooft Graafland, „New technologies and 21st century children“ (2018), S. 32
„Eighth-graders who spend 10 or more hours a week on social media are 56 percent more likely to say they’re unhappy than those who devote less time to social media. […] Those who spend six to nine hours a week on social media are still 47 percent more likely to say they are unhappy than those who use social media even less. The opposite is true of in-person interactions. Those who spend an above-average amount of time with their friends in person are 20 percent less likely to say they’re unhappy than those who hang out for a below-average amount of time.“
Univ.-Prof. Dr. Jean M. Twenge, „Have Smartphones Destroyed a Generation?". In: The Atlantic online vom September 2017
„Eighth-graders who are heavy users of social media increase their risk of depression by 27 percent, while those who play sports, go to religious services, or even do homework more than the average teen cut their risk significantly. Teens who spend three hours a day or more on electronic devices are 35 percent more likely to have a risk factor for suicide, such as making a suicide plan.“
Univ.-Prof. Dr. Jean M. Twenge, „Have Smartphones Destroyed a Generation?". In: The Atlantic online vom September 2017
„Forty-eight percent more girls said they often felt left out in 2015 than in 2010, compared with 27 percent more boys. Girls use social media more often, giving them additional opportunities to feel excluded and lonely when they see their friends or classmates getting together without them.“
Univ.-Prof. Dr. Jean M. Twenge, „Have Smartphones Destroyed a Generation?". In: The Atlantic online vom September 2017
"Many now sleep less than seven hours most nights. Sleep experts say that teens should get about nine hours of sleep a night; a teen who is getting less than seven hours a night is significantly sleep deprived. Fifty-seven percent more teens were sleep deprived in 2015 than in 1991. In just the four years from 2012 to 2015, 22 percent more teens failed to get seven hours of sleep. The increase is suspiciously timed, once again starting around when most teens got a smartphone. Two national surveys show that teens who spend three or more hours a day on electronic devices are 28 percent more likely to get less than seven hours of sleep than those who spend fewer than three hours, and teens who visit social-media sites every day are 19 percent more likely to be sleep deprived.“
Univ.-Prof. Dr. Jean M. Twenge, „Have Smartphones Destroyed a Generation?". In: The Atlantic online vom September 2017
Deutschland: „12- bis 17-Jährige nutzen Computerspiele und das Internet durchschnittlich rund 22 Stunden und 18- bis 25-Jährige durchschnittlich rund 21 Stunden pro Woche.“
BZgA (Hrsg.), „Die Drogenaffinität Jugendlicher in der Bundesrepublik Deutschland 2015, Teilband Computerspiele und Internet“ (2017), S. 9
Deutschland: „Auf Grundlage der „Compulsive Internet Use Scale“ (CIUS) ist bei 5,8 % der 12- bis 17-jährigen Jugendlichen und 2,8 % der 18- bis 25-jährigen jungen Erwachsenen von einer computerspiel- oder internetbezogenen Störung auszugehen. In der Altersgruppe der 12- bis 17-Jährigen sind die weiblichen Jugendlichen (7,1 %) stärker betroffen als die männlichen Jugendlichen (4,5 %).
BZgA (Hrsg.), „Die Drogenaffinität Jugendlicher in der Bundesrepublik Deutschland 2015, Teilband Computerspiele und Internet“ (2017), S. 9
„The relationship between mental health and PIU (Anm.: PIU = Problematic Internet Use) appears to be bi-directional, as although poor mental health can be a strong precursor to PIU, studies have also found that PIU can predict poor mental health.“
Univ.-Prof. Dr. Emma Louise Anderson u. a., „Internet use and Problematic Internet Use“. In: „International Journal of Adolescence and Youth“, Vol. 22, 2017, S. 446
„A home environment, where there is good communication about IU (Anm.: IU = Internet Use) was shown to lower an adolescent’s PIU (Anm.: PIU = Problematic Internet Use) risk. Furthermore, less protective parenting, low family functioning, lower parental education and divorced or less positively related parental couples, were found to be related to higher PIU.“
Univ.-Prof. Dr. Emma Louise Anderson u. a., „Internet use and Problematic Internet Use“. In: „International Journal of Adolescence and Youth“, Vol. 22, 2017, S. 447
„Students who spend more than six hours on line per weekday outside of school are particularly at risk of reporting that they feel lonely at school, and that they arrived late for school or skipped days of school in the two weeks prior to the PISA test.“
OECD (Hrsg.), „Students, Computers and Learning“ (2015), S. 16
„Wellbeing at school is strongly related to the electronic media diet outside of school. Parents, schools and health professionals can work together to monitor and plan children’s use of new media.“
OECD (Hrsg.), „Students, Computers and Learning“ (2015), S. 189
„Adolescents who spent more time television viewing had greater risk of low attachment to parents and peers. These associations remained significant after accounting for sex and family factors. For every extra hour spent television viewing, there was a 13 % increase in the risk of having low attachment to parents and a 24 % increase in the risk of having low attachment to peers.“
Dr. Rosalina Richards u. a., „Adolescent Screen Time and Attachment to Parents and Peers“. In: „Archives of Pediatrics and Adolescent Medicine“, Vol. 164, No. 3, März 2010, S. 260
„Adolescents who watch more television, spend more time playing on a computer, and spend less time reading and doing homework are more likely to report poor attachment to parents.“
Dr. Rosalina Richards u. a., „Adolescent Screen Time and Attachment to Parents and Peers“. In: „Archives of Pediatrics and Adolescent Medicine“, Vol. 164, No. 3, März 2010, S. 261f
