Academic attention problems do not mediate a long-term relationship between academic-media multitasking and achievement¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The hypothesized indirect long-term path from academic-media multitasking through academic attention problems to achievement was not supported. → W.A. van der Schuur 2020

Evidence¶

W.A. van der Schuur 2020¶

W.A. van der Schuur, S.E. Baumgartner, S.R. Sumter, P.M. Valkenburg. (2020). Exploring the long-term relationship between academic-media multitasking and adolescents' academic achievement. New Media and Society. https://doi.org/10.1177/1461444819861956

q3 · i? · associational · r2

Longitudinal analysis testing academic attention problems as the underlying mechanism found no support for the indirect long-term relationship; no mediation effect size is printed in the available text.

"the findings showed neither support for a direct nor indirect long-term relationship between academic-media multitasking and subsequent academic achievement scores"

Discussion¶

Related Claims¶

• Academic-media multitasking and academic achievement are cross-sectionally related in adolescents — related
• Academic-media multitasking predicts an increase in subsequent academic attention problems — related
• Academic-media multitasking shows no direct long-term relationship with subsequent academic achievement in adolescents — related
• Short-term effects of academic-media multitasking on achievement are documented, but long-term support was lacking before this study — a broader claim this one bears on
• In a cross-sectional model, attention problems relate to both non-verbal and verbal math performance only indirectly, through working memory (and, for MR, reading) — related