Engagement in Structured Extracurricular Activities: A Preventive Measure for Technology Addiction in Adolescents
##plugins.themes.bootstrap3.article.main##
##plugins.themes.bootstrap3.article.sidebar##
Published
Jun 30, 2023
Abstract
Background: Technology has been an integral part of our lives, and it has both positive and negative effects on adolescents. The engagement in structured extracurricular activities can be utilized as a prevention method for technology or internet addiction. This can channel their time and energy in the right direction and empower valuable results for youth. The present study was conducted to compare adolescents engaged in structured and non-structured extracurricular activities in terms of spending time on computers using the internet for education and entertainment.
Methodology: In a cross-sectional research design, the Strength and Difficulty Questionnaire was administered to a total of 124 adolescents (75 males and 49 females) to exclude adolescents with behavioral disturbances. In addition, a semi-structured interview was also used for understanding and analyzing the impacts of structured and unstructured extracurricular activities (in terms of frequency and duration).
Results and Conclusion: Results indicated that academic grades were highest in adolescents involved in structured extra-curricular activities. Internet use and mobile use for social purposes were found to be higher among adolescents involved in structured extracurricular activities. Thus, active participation in structured extracurricular activities leads to the holistic development of adolescents, better academic performance, and decreased involvement in technology.
Downloads
Download data is not yet available.
##plugins.themes.bootstrap3.article.details##
Keywords
Adolescence, Technology- Use, Structured Extracurricular Activities, Academic Grades
References
Acar, Z., & Gündüz, N. (2017). Participation motivation for extracurricular activities: Study on primary school students. Universal Journal of Educational Research, 5(5):901-910. DOI: https://doi.org/10.13189/ujer.2017.050533
Alimoradi, Z., Lin, C. Y., Broström, A., Bülow, P. H., Bajalan, Z., Griffiths, M. D., Ohayon, M. M., & Pakpour, A. H. (2019). Internet addiction and sleep problems: A systematic review and meta-analysis. Sleep Medicine Reviews, 47:51-61. DOI: https://doi.org/10.1016/j.smrv.2019.06.004
Anderson, D. R., Huston, A. C., Schmitt, K. L., Linebarger, D. L., & Wright, J. C. (2001). Early childhood television viewing and adolescent behavior: The recontact study. Monographs of the Society for Research in Child Development, 66(1). In press. DOI: https://doi.org/10.1111/1540-5834.00120
Balhara, Y. P. S., Mahapatra, A., Sharma, P., & Bhargava, R. (2018). Problematic internet use among students in South-East Asia: Current state of evidence. Indian Journal of Public Health, 62(3):197. DOI: https://doi.org/10.4103/ijph.IJPH_288_17
Balyer, A., & Gunduz, Y. (2012). Effects of structured extracurricular facilities on students’ academic and social development. Procedia-Social and Behavioral Sciences, 46:4803-4807. DOI: https://doi.org/10.1016/j.sbspro.2012.06.338
Basri, S., Hawaldar, I. T., Nayak, R., & Rahiman, H. U. (2022). Do academic stress, burnout and problematic internet use affect perceived learning? Evidence from India during the COVID-19 pandemic. Sustainability, 14(3):1409. DOI: https://doi.org/10.3390/su14031409
Beal, S. J., & Crockett, L. J. (2010). Adolescents’ occupational and educational aspirations and expectations: Links to high school activities and adult educational attainment. Developmental Psychology, 46(1): 258-265. DOI: https://doi.org/10.1111/j.1749-6632.2009.04509.x
Bener, A., Yildirim, E., Torun, P., Çatan, F., Bolat, E., Alıç, S., Akyel, S., & Griffiths, M. D. (2019). Internet addiction, fatigue, and sleep problems among adolescent students: A large-scale study. International Journal of Mental Health and Addiction, 17:959-969. DOI: https://doi.org/10.1007/s11469-018-9937-1
Boer, D., Abubakar, A., (2014). Music listening in families and peer groups: Benefits for young people’s social cohesion and emotional well-being across four cultures. Frontiers in Psychology, 5:392. DOI: https://doi.org/10.3389/fpsyg.2014.00392
Busseri, M. A., Rose-Krasnor, L., Willoughby, T., & Chalmers, H. (2006). A longitudinal examination of breadth and intensity of youth activity involvement and successful development. Developmental Psychology, 42(6):1313. DOI: https://doi.org/10.1037/0012-1649.42.6.1313
Cash, H., D Rae, C., H Steel, A., & Winkler, A. (2012). Internet addiction: A brief summary of research and practice. Current Psychiatry Reviews, 8(4):292-298. DOI: https://doi.org/10.2174/157340012803520513
Cosden, M., Morrison, G., Gutierrez, L., & Brown, M. (2004). The effects of homework programs and after-school activities on school success. Theory into Practice, 43(3):220-226. DOI: https://doi.org/10.1207/s15430421tip4303_8
Cummings, H.M., & Vandewater, E.A. (2007). Relation of adolescent videogame play to time spent in other activities. Archives of Pediatrics and Adolescent Medicine, 161(7):684-689. DOI: https://doi.org/10.1001/archpedi.161.7.684
Darling, N., Caldwell, L. L., & Smith, R. (2005). Participation in school-based extracurricular activities and adolescent adjustment. Journal of Leisure Research, 37(1):51-76. DOI: https://doi.org/10.1080/00222216.2005.11950040
Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American Journal of Community Psychology, 45:294-309. DOI: https://doi.org/10.1007/s10464-010-9300-6
Fraser-Thomas, J. L., Côté, J., & Deakin, J. (2005). Youth sport programs: An avenue to foster positive youth development. Physical Education & Sport Pedagogy, 10(1):19-40. DOI: https://doi.org/10.1080/1740898042000334890
Fredricks, J. A., & Eccles, J. S. (2006). Extracurricular involvement and adolescent adjustment: Impact of duration, number of activities, and breadth of participation. Applied Developmental Science, 10(3):132-146. DOI: https://doi.org/10.1207/s1532480xads1003_3
Gardner, M., Roth, J., & Brooks-Gunn, J. (2008). Adolescents’ participation in organized activities and developmental success 2 and 8 years after high school: Do sponsorship, duration, and intensity matter? Developmental Psychology, 44(3):814.DOI: https://doi.org/10.1037/0012-1649.44.3.814
Gilman, R., Meyers, J., & Perez, L. (2004). Structured extracurricular activities among adolescents: Findings and implications for school psychologists. Psychology in the Schools, 41(1):31-41. DOI: https://doi.org/10.1207/s1532480xads1003_3
Hale, L., & Guan, S. (2015). Screen time and sleep among school-aged children and adolescents: A systematic literature review. Sleep Medicine Reviews, 21:50-58. DOI: https://doi.org/10.1016/j.smrv.2014.07.007
Knifsend, C. A., & Juvonen, J., (2017). Extracurricular activities in multiethnic middle schools: Ideal context for positive intergroup attitudes? Journal of Research on Adolescence, 27:407-422. DOI: https://doi.org/10 .1111/jora.12278
Larson, R. W., Hansen, D. M., & Moneta, G. (2006). Differing profiles of developmental experiences across types of organized youth activities. Developmental Psychology, 42(5):849. DOI: https://doi.org/10.1037/0012-1649.42.5.849
Levenson, J. C., Shensa, A., Sidani, J. E., Colditz, J. B., & Primack, B. A. (2016). The association between social media use and sleep disturbance among young adults. Preventive Medicine, 85:36-41. DOI: https://doi.org/10.1016/j.ypmed.2016.01.001
Lin, C. H., Lin, S. L., & Wu, C. P. (2009). The effects of parental monitoring and leisure boredom on adolescents’ internet addiction. Adolescence, 44(176):993-1004.
MacPhail, A., Gorely, T., Kirk, D., & Kinchin, G. (2008). Children’s experiences of fun and enjoyment during a season of sport education. Research Quarterly for Exercise and Sport, 79(3):344-355. DOI: https://doi.org/10.1080/02701367.2008.10599498
Mahoney, J. L., Sattin, H., (2000). Leisure activities and adolescent antisocial behaviour: The role of structure and social context. Journal of Adolescence, 23:113-127. Doi: https://doi.org/10.1006/jado.2000.0302
Mahoney, J. L., Stattin, H., & Lord, H. (2004). Unstructured youth recreation centre participation and antisocial behaviour development: Selection influences and the moderating role of antisocial peers. International Journal of Behavioral Development, 28(6):553-560. DOI: https://doi.org/10.1080/01650250444000270
Mohan, A., & Thomas, E. (2020). Effect of background music and the cultural preference to music on adolescents’ task performance. International Journal of Adolescence and Youth, 25(1):562-573. DOI: https://doi.org/10.1080/02673843.2019.1689368
Moriana, J. A., Alos, F., Alcala, R., Pino, M. J., Herruzo, J., & Ruiz, R. (2006). Extra-curricular activities and academic performance in secondary students. Electronic Journal of Research in Educational Psychology, 4(1):35-46.
Nah, K. C., White, P., & Sussex, R. (2008). The potential of using a mobile phone to access the Internet for learning EFL listening skills within a Korean context. ReCALL, 20(3):331-347. DOI: https://doi.org/10.1017/S0958344008000633
Nakayama, H., Matsuzaki, T., Mihara, S., Kitayuguchi, T., & Higuchi, S. (2021). Change of Internet use and bedtime among junior high school students after long-term school closure due to the coronavirus disease 2019 pandemic. Children, 8(6):480. DOI: https://doi.org/10.3390/children8060480
Neverkovich, S. D., Bubnova, I. S., Kosarenko, N. N., Sakhieva, R. G., Sizova, Z. M., Zakharova, V. L., & Sergeeva, M. G. (2018). Students’ internet addiction: Study and prevention. Eurasia Journal of Mathematics, Science and Technology Education, 14(4):1483-1495. DOI: https://doi.org/10.29333/ejmste/83723
North, A. C., Hargreaves, D. J., & O’Neill, S. A. (2000). The importance of music to adolescents. British Journal of Educational Psychology, 70(2):255-272. DOI: https://doi.org/10.1348/000709900158083
Oberle, E., Ji, X. R., Kerai, S., Guhn, M., Schonert-Reichl, K. A., & Gadermann, A. M. (2020). Screen time and extracurricular activities as risk and protective factors for mental health in adolescence: A population-level study. Preventive Medicine, 141:106291. DOI: https://doi.org/10.1016/j.ypmed.2020.106291
Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1):1-12. DOI: https://doi.org/10.1016/j.compedu.2008.06.004
Pol, S., & Roopesh, B. N. (2016). Extracurricular activities, self-esteem, self-concept and psychological well-being in adolescents.
Unpublished M.Phil. in Clinical Psychology dissertation submitted to National Institute of Mental Health and Neuro Sciences, Bengaluru.
Punamäki, R. L., Wallenius, M., Nygård, C. H., Saarni, L., & Rimpelä, A. (2007). Use of information and communication technology (ICT) and perceived health in adolescence: the role of sleeping habits and waking-time tiredness. Journal of Adolescence, 30(4):569-585. DOI: https://doi.org/10.1016/j.adolescence.2006.07.004
Rosen, L. D., Lim, A. F., Felt, J., Carrier, L. M., Cheever, N. A., Lara-Ruiz, J. M., Mendoza, J. S., & Rokkum, J. (2014). Media and technology use predicts ill-being among children, preteens and teenagers independent of the negative health impacts of exercise and eating habits. Computers in Human Behavior, 35:364-375. DOI: https://doi.org/10.1016/j.chb.2014.01.036
Rutten, N., Van Joolingen, W. R., & Van Der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers & Education, 58(1):136-153. DOI: DOI: https://doi.org/10.1016/j.compedu.2011.07.017
Saikia, A. M., Das, J., Barman, P., & Bharali, M. D. (2019). Internet addiction and its relationships with depression, anxiety, and stress in urban adolescents of Kamrup District, Assam. Journal of Family & Community Medicine, 26(2):108-112. DOI: https://doi.org/10.4103/jfcm.JFCM_93_18
Sampasa-Kanyinga, H., Chaput, J. P., & Hamilton, H. A. (2019). Social media use, school connectedness, and academic performance among adolescents. The Journal of Primary Prevention, 40:189-211. DOI: https://doi.org/10.1007/s10935-019-00543-6
Sarrab, M., Al-Shih, H., & Rehman, O. M. H. (2013). Exploring major challenges and benefits of m-learning adoption. British Journal of Applied Science & Technology, 3(4):826.
Schaefer, D. R., Simpkins, S. D., Vest, A. E., Price, C. D., (2011). The contribution of extracurricular activities to adolescent friendship: New insights through social network analysis. Developmental Psychology, 47:1141-1152. DOI: https://doi.org/10.1037/a0024091
Sharma, M. K., Rao, G. N., Benegal, V., Thennarasu, K., & Thomas, D. (2017). Technology addiction survey: An emerging concern for raising awareness and promotion of healthy use of technology. Indian Journal of Psychological Medicine, 39(4):495-499. DOI: https://doi.org/10.4103/IJPSYM.IJPSYM_171_17
Shek, D. T., Zhu, X., & Dou, D. (2019). Influence of family processes on internet addiction among late adolescents in Hong Kong. Frontiers in Psychiatry, 10:113. DOI: https://doi.org/10.3389/fpsyt.2019.00113
Shen, Y., Meng, F., Xu, H., Li, X., Zhang, Y., Huang, C., Luo, X., & Zhang, X. Y. (2020). Internet addiction among college students in a Chinese population: Prevalence, correlates, and its relationship with suicide attempts. Depression and Anxiety, 37(8):812-821. DOI: https://doi.org/10.1002/da.23036
Sivagurunathan, C., Umadevi, R., Rama, R., & Gopalakrishnan, S. (2015). Adolescent health: present status and its related programmes in India. Are we in the right direction? Journal of Clinical and Diagnostic Research, 9(3):LE01-LE6. DOI: https://doi.org/10.7860/JCDR/2015/11199.5649
Stanković, M., Nešić, M., Čičević, S., & Shi, Z. (2021). Association of smartphone use with depression, anxiety, stress, sleep quality, and internet addiction. Empirical evidence from a smartphone application. Personality and Individual Differences, 168:110342. DOI: https://doi.org/10.1016/j.paid.2020.110342
Thompson, L. J., Clark, G., Walker, M., & Whyatt, J. D. (2013). ‘It’s just like an extra string to your bow’: Exploring higher education students’ perceptions and experiences of extracurricular activity and employability. Active Learning in Higher Education, 14(2):135-147. DOI: https://doi.org/10.1177/1469787413481129
Tripathi, A. (2017). Impact of internet addiction on mental health: An integrative therapy is needed. Integrative Medicine International, 4(3-4):215-222. DOI: https://doi.org/10.1159/000491997
Tsitsika, A., Critselis, E., Louizou, A., Janikian, M., Freskou, A., Marangou, E., Kormas, G., & Kafetzis, D. A. (2011). Determinants of Internet addiction among adolescents: A case-control study. Thescientificworldjournal, 11:866-874. DOI: https://doi.org/10.1100/tsw.2011.85
Turkson, D., Britwum, F., & Yeboah, A. (2021). The influence of structured and unstructured after-school activities on academic performance of junior high school students in Cape Coast Metropolis in the Central Region of Ghana. Creative Education, 12(2):356. DOI: https://doi.org/10.4236/ce.2021.122025
Twenge, J. M. (2019). More time on technology, less happiness? Associations between digital-media use and psychological well-being. Current Directions in Psychological Science, 28(4):372-379. DOI: https://doi.org/10.1177/0963721419838244
Unicef. (2011). UNICEF annual report 2010. Unicef. Available at: https://www.unicef.org/reports/annual-report-2010
Vaala, S. E., & Bleakley, A. (2015). Monitoring, mediating, and modeling: Parental influence on adolescent computer and Internet use in the United States. Journal of Children and Media, 9(1):40-57. DOI: https://doi.org/10.1080/17482798.2015.997103
van Den Eijnden, R. J., Spijkerman, R., Vermulst, A. A., van Rooij, T. J., & Engels, R. C. (2010). Compulsive Internet use among adolescents: Bidirectional parent–child relationships. Journal of Abnormal Child Psychology, 38:77-89. DOI: https://doi.org/10.1007/s10802-009-9347-8
Vandell, D. L., Simpkins, S. D., Pierce, K. M., Brown, B. B., Bolt, D., & Reisner, E. (2022). After school programs, extracurricular activities, and unsupervised time: Are patterns of participation linked to children’s academic and social well-being? Applied Developmental Science, 26(3):426-442. DOI: https://doi.org/10.1080/10888691.2020.1843460
Venkataraghavan, M. (2015). A study on the usage of mobile phones for cyber bullying among tweens & teens of Chennai, India. Online Journal of Communication and Media Technologies, 5:19-30. DOI: https://doi.org/10.30935/ojcmt/5671
Whiting, V. R., & de Janasz, S. C. (2004). Mentoring in the 21st century: Using the internet to build skills and networks. Journal of Management Education, 28(3):275-293. DOI: https://doi.org/10.1177/1052562903252639
Yamasato, A., Kondo, M., Hoshino, S., Kikuchi, J., Ikeuchi, M., Yamazaki, K., Okino, S., & Yamamoto, K. (2020). How prescribed music and preferred music influence sleep quality in university students. Tokai Journal of Experimental and Clinical Medicine, 45(4):207-213.
Zaccoletti, S., Camacho, A., Correia, N., Aguiar, C., Mason, L., Alves, R. A., & Daniel, J. R. (2020). Parents’ perceptions of student academic motivation during the COVID-19 lockdown: A cross-country comparison. Frontiers in Psychology, 11:592670. DOI: https://doi.org/10.3389/fpsyg.2020.592670
Alimoradi, Z., Lin, C. Y., Broström, A., Bülow, P. H., Bajalan, Z., Griffiths, M. D., Ohayon, M. M., & Pakpour, A. H. (2019). Internet addiction and sleep problems: A systematic review and meta-analysis. Sleep Medicine Reviews, 47:51-61. DOI: https://doi.org/10.1016/j.smrv.2019.06.004
Anderson, D. R., Huston, A. C., Schmitt, K. L., Linebarger, D. L., & Wright, J. C. (2001). Early childhood television viewing and adolescent behavior: The recontact study. Monographs of the Society for Research in Child Development, 66(1). In press. DOI: https://doi.org/10.1111/1540-5834.00120
Balhara, Y. P. S., Mahapatra, A., Sharma, P., & Bhargava, R. (2018). Problematic internet use among students in South-East Asia: Current state of evidence. Indian Journal of Public Health, 62(3):197. DOI: https://doi.org/10.4103/ijph.IJPH_288_17
Balyer, A., & Gunduz, Y. (2012). Effects of structured extracurricular facilities on students’ academic and social development. Procedia-Social and Behavioral Sciences, 46:4803-4807. DOI: https://doi.org/10.1016/j.sbspro.2012.06.338
Basri, S., Hawaldar, I. T., Nayak, R., & Rahiman, H. U. (2022). Do academic stress, burnout and problematic internet use affect perceived learning? Evidence from India during the COVID-19 pandemic. Sustainability, 14(3):1409. DOI: https://doi.org/10.3390/su14031409
Beal, S. J., & Crockett, L. J. (2010). Adolescents’ occupational and educational aspirations and expectations: Links to high school activities and adult educational attainment. Developmental Psychology, 46(1): 258-265. DOI: https://doi.org/10.1111/j.1749-6632.2009.04509.x
Bener, A., Yildirim, E., Torun, P., Çatan, F., Bolat, E., Alıç, S., Akyel, S., & Griffiths, M. D. (2019). Internet addiction, fatigue, and sleep problems among adolescent students: A large-scale study. International Journal of Mental Health and Addiction, 17:959-969. DOI: https://doi.org/10.1007/s11469-018-9937-1
Boer, D., Abubakar, A., (2014). Music listening in families and peer groups: Benefits for young people’s social cohesion and emotional well-being across four cultures. Frontiers in Psychology, 5:392. DOI: https://doi.org/10.3389/fpsyg.2014.00392
Busseri, M. A., Rose-Krasnor, L., Willoughby, T., & Chalmers, H. (2006). A longitudinal examination of breadth and intensity of youth activity involvement and successful development. Developmental Psychology, 42(6):1313. DOI: https://doi.org/10.1037/0012-1649.42.6.1313
Cash, H., D Rae, C., H Steel, A., & Winkler, A. (2012). Internet addiction: A brief summary of research and practice. Current Psychiatry Reviews, 8(4):292-298. DOI: https://doi.org/10.2174/157340012803520513
Cosden, M., Morrison, G., Gutierrez, L., & Brown, M. (2004). The effects of homework programs and after-school activities on school success. Theory into Practice, 43(3):220-226. DOI: https://doi.org/10.1207/s15430421tip4303_8
Cummings, H.M., & Vandewater, E.A. (2007). Relation of adolescent videogame play to time spent in other activities. Archives of Pediatrics and Adolescent Medicine, 161(7):684-689. DOI: https://doi.org/10.1001/archpedi.161.7.684
Darling, N., Caldwell, L. L., & Smith, R. (2005). Participation in school-based extracurricular activities and adolescent adjustment. Journal of Leisure Research, 37(1):51-76. DOI: https://doi.org/10.1080/00222216.2005.11950040
Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American Journal of Community Psychology, 45:294-309. DOI: https://doi.org/10.1007/s10464-010-9300-6
Fraser-Thomas, J. L., Côté, J., & Deakin, J. (2005). Youth sport programs: An avenue to foster positive youth development. Physical Education & Sport Pedagogy, 10(1):19-40. DOI: https://doi.org/10.1080/1740898042000334890
Fredricks, J. A., & Eccles, J. S. (2006). Extracurricular involvement and adolescent adjustment: Impact of duration, number of activities, and breadth of participation. Applied Developmental Science, 10(3):132-146. DOI: https://doi.org/10.1207/s1532480xads1003_3
Gardner, M., Roth, J., & Brooks-Gunn, J. (2008). Adolescents’ participation in organized activities and developmental success 2 and 8 years after high school: Do sponsorship, duration, and intensity matter? Developmental Psychology, 44(3):814.DOI: https://doi.org/10.1037/0012-1649.44.3.814
Gilman, R., Meyers, J., & Perez, L. (2004). Structured extracurricular activities among adolescents: Findings and implications for school psychologists. Psychology in the Schools, 41(1):31-41. DOI: https://doi.org/10.1207/s1532480xads1003_3
Hale, L., & Guan, S. (2015). Screen time and sleep among school-aged children and adolescents: A systematic literature review. Sleep Medicine Reviews, 21:50-58. DOI: https://doi.org/10.1016/j.smrv.2014.07.007
Knifsend, C. A., & Juvonen, J., (2017). Extracurricular activities in multiethnic middle schools: Ideal context for positive intergroup attitudes? Journal of Research on Adolescence, 27:407-422. DOI: https://doi.org/10 .1111/jora.12278
Larson, R. W., Hansen, D. M., & Moneta, G. (2006). Differing profiles of developmental experiences across types of organized youth activities. Developmental Psychology, 42(5):849. DOI: https://doi.org/10.1037/0012-1649.42.5.849
Levenson, J. C., Shensa, A., Sidani, J. E., Colditz, J. B., & Primack, B. A. (2016). The association between social media use and sleep disturbance among young adults. Preventive Medicine, 85:36-41. DOI: https://doi.org/10.1016/j.ypmed.2016.01.001
Lin, C. H., Lin, S. L., & Wu, C. P. (2009). The effects of parental monitoring and leisure boredom on adolescents’ internet addiction. Adolescence, 44(176):993-1004.
MacPhail, A., Gorely, T., Kirk, D., & Kinchin, G. (2008). Children’s experiences of fun and enjoyment during a season of sport education. Research Quarterly for Exercise and Sport, 79(3):344-355. DOI: https://doi.org/10.1080/02701367.2008.10599498
Mahoney, J. L., Sattin, H., (2000). Leisure activities and adolescent antisocial behaviour: The role of structure and social context. Journal of Adolescence, 23:113-127. Doi: https://doi.org/10.1006/jado.2000.0302
Mahoney, J. L., Stattin, H., & Lord, H. (2004). Unstructured youth recreation centre participation and antisocial behaviour development: Selection influences and the moderating role of antisocial peers. International Journal of Behavioral Development, 28(6):553-560. DOI: https://doi.org/10.1080/01650250444000270
Mohan, A., & Thomas, E. (2020). Effect of background music and the cultural preference to music on adolescents’ task performance. International Journal of Adolescence and Youth, 25(1):562-573. DOI: https://doi.org/10.1080/02673843.2019.1689368
Moriana, J. A., Alos, F., Alcala, R., Pino, M. J., Herruzo, J., & Ruiz, R. (2006). Extra-curricular activities and academic performance in secondary students. Electronic Journal of Research in Educational Psychology, 4(1):35-46.
Nah, K. C., White, P., & Sussex, R. (2008). The potential of using a mobile phone to access the Internet for learning EFL listening skills within a Korean context. ReCALL, 20(3):331-347. DOI: https://doi.org/10.1017/S0958344008000633
Nakayama, H., Matsuzaki, T., Mihara, S., Kitayuguchi, T., & Higuchi, S. (2021). Change of Internet use and bedtime among junior high school students after long-term school closure due to the coronavirus disease 2019 pandemic. Children, 8(6):480. DOI: https://doi.org/10.3390/children8060480
Neverkovich, S. D., Bubnova, I. S., Kosarenko, N. N., Sakhieva, R. G., Sizova, Z. M., Zakharova, V. L., & Sergeeva, M. G. (2018). Students’ internet addiction: Study and prevention. Eurasia Journal of Mathematics, Science and Technology Education, 14(4):1483-1495. DOI: https://doi.org/10.29333/ejmste/83723
North, A. C., Hargreaves, D. J., & O’Neill, S. A. (2000). The importance of music to adolescents. British Journal of Educational Psychology, 70(2):255-272. DOI: https://doi.org/10.1348/000709900158083
Oberle, E., Ji, X. R., Kerai, S., Guhn, M., Schonert-Reichl, K. A., & Gadermann, A. M. (2020). Screen time and extracurricular activities as risk and protective factors for mental health in adolescence: A population-level study. Preventive Medicine, 141:106291. DOI: https://doi.org/10.1016/j.ypmed.2020.106291
Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1):1-12. DOI: https://doi.org/10.1016/j.compedu.2008.06.004
Pol, S., & Roopesh, B. N. (2016). Extracurricular activities, self-esteem, self-concept and psychological well-being in adolescents.
Unpublished M.Phil. in Clinical Psychology dissertation submitted to National Institute of Mental Health and Neuro Sciences, Bengaluru.
Punamäki, R. L., Wallenius, M., Nygård, C. H., Saarni, L., & Rimpelä, A. (2007). Use of information and communication technology (ICT) and perceived health in adolescence: the role of sleeping habits and waking-time tiredness. Journal of Adolescence, 30(4):569-585. DOI: https://doi.org/10.1016/j.adolescence.2006.07.004
Rosen, L. D., Lim, A. F., Felt, J., Carrier, L. M., Cheever, N. A., Lara-Ruiz, J. M., Mendoza, J. S., & Rokkum, J. (2014). Media and technology use predicts ill-being among children, preteens and teenagers independent of the negative health impacts of exercise and eating habits. Computers in Human Behavior, 35:364-375. DOI: https://doi.org/10.1016/j.chb.2014.01.036
Rutten, N., Van Joolingen, W. R., & Van Der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers & Education, 58(1):136-153. DOI: DOI: https://doi.org/10.1016/j.compedu.2011.07.017
Saikia, A. M., Das, J., Barman, P., & Bharali, M. D. (2019). Internet addiction and its relationships with depression, anxiety, and stress in urban adolescents of Kamrup District, Assam. Journal of Family & Community Medicine, 26(2):108-112. DOI: https://doi.org/10.4103/jfcm.JFCM_93_18
Sampasa-Kanyinga, H., Chaput, J. P., & Hamilton, H. A. (2019). Social media use, school connectedness, and academic performance among adolescents. The Journal of Primary Prevention, 40:189-211. DOI: https://doi.org/10.1007/s10935-019-00543-6
Sarrab, M., Al-Shih, H., & Rehman, O. M. H. (2013). Exploring major challenges and benefits of m-learning adoption. British Journal of Applied Science & Technology, 3(4):826.
Schaefer, D. R., Simpkins, S. D., Vest, A. E., Price, C. D., (2011). The contribution of extracurricular activities to adolescent friendship: New insights through social network analysis. Developmental Psychology, 47:1141-1152. DOI: https://doi.org/10.1037/a0024091
Sharma, M. K., Rao, G. N., Benegal, V., Thennarasu, K., & Thomas, D. (2017). Technology addiction survey: An emerging concern for raising awareness and promotion of healthy use of technology. Indian Journal of Psychological Medicine, 39(4):495-499. DOI: https://doi.org/10.4103/IJPSYM.IJPSYM_171_17
Shek, D. T., Zhu, X., & Dou, D. (2019). Influence of family processes on internet addiction among late adolescents in Hong Kong. Frontiers in Psychiatry, 10:113. DOI: https://doi.org/10.3389/fpsyt.2019.00113
Shen, Y., Meng, F., Xu, H., Li, X., Zhang, Y., Huang, C., Luo, X., & Zhang, X. Y. (2020). Internet addiction among college students in a Chinese population: Prevalence, correlates, and its relationship with suicide attempts. Depression and Anxiety, 37(8):812-821. DOI: https://doi.org/10.1002/da.23036
Sivagurunathan, C., Umadevi, R., Rama, R., & Gopalakrishnan, S. (2015). Adolescent health: present status and its related programmes in India. Are we in the right direction? Journal of Clinical and Diagnostic Research, 9(3):LE01-LE6. DOI: https://doi.org/10.7860/JCDR/2015/11199.5649
Stanković, M., Nešić, M., Čičević, S., & Shi, Z. (2021). Association of smartphone use with depression, anxiety, stress, sleep quality, and internet addiction. Empirical evidence from a smartphone application. Personality and Individual Differences, 168:110342. DOI: https://doi.org/10.1016/j.paid.2020.110342
Thompson, L. J., Clark, G., Walker, M., & Whyatt, J. D. (2013). ‘It’s just like an extra string to your bow’: Exploring higher education students’ perceptions and experiences of extracurricular activity and employability. Active Learning in Higher Education, 14(2):135-147. DOI: https://doi.org/10.1177/1469787413481129
Tripathi, A. (2017). Impact of internet addiction on mental health: An integrative therapy is needed. Integrative Medicine International, 4(3-4):215-222. DOI: https://doi.org/10.1159/000491997
Tsitsika, A., Critselis, E., Louizou, A., Janikian, M., Freskou, A., Marangou, E., Kormas, G., & Kafetzis, D. A. (2011). Determinants of Internet addiction among adolescents: A case-control study. Thescientificworldjournal, 11:866-874. DOI: https://doi.org/10.1100/tsw.2011.85
Turkson, D., Britwum, F., & Yeboah, A. (2021). The influence of structured and unstructured after-school activities on academic performance of junior high school students in Cape Coast Metropolis in the Central Region of Ghana. Creative Education, 12(2):356. DOI: https://doi.org/10.4236/ce.2021.122025
Twenge, J. M. (2019). More time on technology, less happiness? Associations between digital-media use and psychological well-being. Current Directions in Psychological Science, 28(4):372-379. DOI: https://doi.org/10.1177/0963721419838244
Unicef. (2011). UNICEF annual report 2010. Unicef. Available at: https://www.unicef.org/reports/annual-report-2010
Vaala, S. E., & Bleakley, A. (2015). Monitoring, mediating, and modeling: Parental influence on adolescent computer and Internet use in the United States. Journal of Children and Media, 9(1):40-57. DOI: https://doi.org/10.1080/17482798.2015.997103
van Den Eijnden, R. J., Spijkerman, R., Vermulst, A. A., van Rooij, T. J., & Engels, R. C. (2010). Compulsive Internet use among adolescents: Bidirectional parent–child relationships. Journal of Abnormal Child Psychology, 38:77-89. DOI: https://doi.org/10.1007/s10802-009-9347-8
Vandell, D. L., Simpkins, S. D., Pierce, K. M., Brown, B. B., Bolt, D., & Reisner, E. (2022). After school programs, extracurricular activities, and unsupervised time: Are patterns of participation linked to children’s academic and social well-being? Applied Developmental Science, 26(3):426-442. DOI: https://doi.org/10.1080/10888691.2020.1843460
Venkataraghavan, M. (2015). A study on the usage of mobile phones for cyber bullying among tweens & teens of Chennai, India. Online Journal of Communication and Media Technologies, 5:19-30. DOI: https://doi.org/10.30935/ojcmt/5671
Whiting, V. R., & de Janasz, S. C. (2004). Mentoring in the 21st century: Using the internet to build skills and networks. Journal of Management Education, 28(3):275-293. DOI: https://doi.org/10.1177/1052562903252639
Yamasato, A., Kondo, M., Hoshino, S., Kikuchi, J., Ikeuchi, M., Yamazaki, K., Okino, S., & Yamamoto, K. (2020). How prescribed music and preferred music influence sleep quality in university students. Tokai Journal of Experimental and Clinical Medicine, 45(4):207-213.
Zaccoletti, S., Camacho, A., Correia, N., Aguiar, C., Mason, L., Alves, R. A., & Daniel, J. R. (2020). Parents’ perceptions of student academic motivation during the COVID-19 lockdown: A cross-country comparison. Frontiers in Psychology, 11:592670. DOI: https://doi.org/10.3389/fpsyg.2020.592670
How to Cite
Pol, S. D., & Prakash, A. (2023). Engagement in Structured Extracurricular Activities: A Preventive Measure for Technology Addiction in Adolescents. Science Insights Education Frontiers, 16(2), 2537–2563. https://doi.org/10.15354/sief.23.or348
Issue
Section
Original Article
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.