Perceived academic effects of instant messaging use

By Reynol Junco, Shelia R. Cotten. Comput. Educ., 2011

354 citations recorded by the source corpus.

Subfields: Education, Gender Studies, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/19caf77c5ff8df85c06bfdc84c78d294a16821dc

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Citations in the corpus

To excel or not to excel: Strong evidence on the adverse effect of smartphone addiction on academic performance (2016, background): “Additionally, instant messaging is a major distraction associated with failure to complete schoolwork (Junco & Cotten, 2011).”
Facebook and texting made me do it: Media-induced task-switching while studying (2013, background): “More recently, Junco (2011) discovered that sharing links and checking up on friends on Facebook more often predicted higher college grades; making status updates more often predicted lower grades; and that overall GPA dropped .12 points for every 93 min above the average of 106 min per day spent…”
Examining the impact of off-task multi-tasking with technology on real-time classroom learning (2012, background): “As such, the structure of Facebook provides users with a multitude of stimuli to explore and act on (Junco & Cotton, 2011: Nosko, Wood, & Molema, 2010).”
No A 4 U: The relationship between multitasking and academic performance (2012, methodology): “Academic ability might be a student background characteristic related to multitasking frequency and to negative outcomes of multitasking (Junco & Cotten, 2011).”
The Relationship Between Cell Phone Use and Academic Performance in a Sample of U.S. College Students (2015, background): “In addition, there is a growing amount of research that suggests electronic media in any form encourages multitasking (Jacobsen & Forste, 2011; Junco & Cotton, 2011, 2012; Karpinski et al., 2013; Kirschner & Karpinski, 2010; Wood et al., 2012) and task-switching”
An exploration of social networking site use, multitasking, and academic performance among United States and European university students (2013, background): “An increasing number of studies have observed that university students engage in several multimedia activities (e.g., IMing, SNS use, YouTube (cid:2) ) while simultaneously performing their academic tasks (Grinter, Palen, & Eldridge, 2006; Huang & Leung, 2009; Junco & Cotten, 2010, 2012).”
The relationships between perceived parenting style, learning motivation, friendship satisfaction, and the addictive use of smartphones with elementary school students of South Korea: Using multivariate latent growth modeling (2015, background): “The higher academic motivation was associated with the lower addictive use of smartphones (Junco & Cotton, 2011).”
Effects of social media overload on academic performance: a stressor–strain–outcome perspective (2020, background): “In the educational context, a theory-guided empirical research on social media overload is relatively scarce, and the exact mechanism of its impact has not been explored (Alwagait, Shahzad, & Alim, 2015; Junco & Cotten, 2011; Lau, 2017).”
In-class multitasking and academic performance (2012, methodology): “…in student technology ownership and use, researchers have begun to examine how college students multitask and how this affects their ability to learn material and engage in the learning process (Fried, 2008; Junco & Cotten, 2011, 2012; Mayer & Moreno, 2003; Rosen et al., 2011; Wood et al., 2012).”
Student class standing, Facebook use, and academic performance (2015, methodology): “Academic ability might be a student background characteristic related to multitasking frequency and to negative outcomes of multitasking (Junco & Cotten, 2011).”
The consequences of media multitasking for youth: A review (2015, neutral): “Therefore, it has been argued that the use of media during academic activities limits the information processing capacity that is available for academic content (e.g., Junco & Cotten, 2011).”
Social Media Use, Engagement and Addiction as Predictors of Academic Performance (2015, background): “In their research specially designed to study multi-tasking and academic achievement, Junco and Cotton (2011) looked at large samples of college students and discovered that sending text messages and using Facebook while studying or doing homework were commonplace.”
Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance (2012, background): “…the relative impact of each, as previous research has shown that online activities often matter more than time spent online when evaluating outcomes (Cotten, 2008; Ellison et al., 2011; Gordon et al., 2007; Junco & Cotten, 2010; Junco et al., 2011; Morgan & Cotten, 2003; Pempek et al., 2009).”
The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement (2012, background): “A study by Junco and Cotten (2010) found that students who spent more time chatting online reported more academic impairment.”