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Even though Facebook is again considered out among pupils, most of m continue to use it, just like Instagram, Snapchat or one or or newer social platform. Since children and teenagers have smartphones and tablets, parents ask mselves: how harmful is it to spend many hours of leisure time in such networks? Does excessive social media use in end even harm school performance?
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There are plenty of studies on this, but results are different. Now a team of University of Würzburg has evaluated 59 publications. The overall picture showed that pupils who travel a lot on net do not necessarily have inferior grades. “Horror scenarios about presumably fatal effects of social networks on academic achievements are unfounded”, said conclusion of study director Markus Appel. The communication scientist published results of metaanalysis toger with Caroline Marker and Timo Gnambs in scientific journal Educational Psychology Review (Appel et al., 2018). If used correctly, social networks could even improve school scores slightly, study states.
Just don’t surf and do homework at same time
The comparison showed something quite obvious: if students use social networks for school-related topics, for example to exchange information about homework, y even write slightly better grades in medium. At same time doing homework and doing or things on Facebook, Instagram or Snapchat – but researchers believe that it is more advisable not to do this: multi-tasking does not work. Those who try to cut school grades in cut slightly worse than average. Slightly worse grades were also those who used social media very intensively.
of multi-tasking – learning or doing homework while using social media – is not recommended for young people: it makes performance slightly worse. The intensity of use also influences school performance. Students who are very often on Facebook, Snapchat, Instagram and or sites write slightly worse grades.
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In spite of intensive mobile phone, students do not seem to spend less of ir learning than before Smartphonezeitalter. “There is no evidence of plausible assumption that social media time is at expense of learning,” Appel said. Perhaps youngsters used phases that generation had spent before her in front of television. This would make youth of today even a small advantage, says Appel. “It was not possible to exchange ideas about TV over school assignments.”
