Take charge of your screen time for a happier, healthier, and recharged you.
Time to give my 100%!
Reducing distractions by managing phone settings
As you cycle through your daily routine, small adjustments to how you manage your screen time can help to RECHARGE YOU.
Getting tired and easily distracted on social media
Getting off the screen to take a walk or catch some Zzzzs
0% energy left for work or play
How can you take charge of your daily habits to RECHARGE?
Use UTM TimeTracker to manage studying and extracurricular activities.
Find some fun self-care apps so your phone can help take care of you.
Get some quality face time with your profs by dropping in during office hours instead of sending an email.
Eat a screen-free meal once a day. Attend free breakfast with a friend on Wednesday at the Student Centre.
Find meaningful social media connections. Integrate your online community with your campus community.
Use dim settings on your screen before sleep to reduce blue-light effects.
What does scientific research say about the effects of screen time on student life?
The Goldilocks Hypothesis
The Goldilocks Hypothesis (Przybylski & Weinstein, 2017) suggests that both extremes (too little and too much technology use) may be detrimental. Limited access to technology could deprive individuals of essential social cues while over-exposure could decrease other essential activities. Technology use, when limited to moderate amounts, then it may be beneficial.
Current research suggests that GPA decreases with increased activity on social networking sites like Facebook, Twitter, and Instagram. When multitasking is involved, students who spent the least time online were also the ones with a higher GPA (Karpinski, Kirschner, Ozer, Mellott & Ochwa, 2013).
General Social Networking Sites
Time spent on social networking sites
School-Related Social Networking Sites
Time spent on school-related social networking sites
It has also been suggested that social networking sites, when used for academics such as creating Facebook study groups, may positively affect academic success. Hence, students who spent greater time interacting on school-related social networking sites achieved higher marks (Marker, Gnambs & Appel, 2017).
Karpinski, A.C., Kirschener, P.A., Ozer, I., Mellott, J.A., & Ochwo, P. (2013). An exploration of social networking site use,
multitasking, and academic performance among United States and European university students. Computers in Human Behavior, 29, 1182-1192.
Marker, C., Gnambs, T., & Appel, M. (2017). Active on Facebook and Failing at School? Meta-Analytic Findings on the Relationship Between Online Social Networking Activities and Academic Achievement. Educational Psychological Review, 30, 651-677.
Przyblski, A.K. & Weinstein, N. (2017). A Large-Scale Test of the Goldilocks Hypothesis: Quantifying the Relations Between Digital- Screen Use and the Mental Well-Being of Adolescents. Psychological Science, 28, 204-215.