Developmental Psychology 2012 American Psychological Associa

Developmental Psychology 2012 American Psychological Association 201

Developmental Psychology 2012 American Psychological Association 201

Developmental Psychology © 2012 American Psychological Association 2012, Vol. 48, No. 2, 327–/12/$12.00 DOI: 10.1037/a Media Use, Face-to-Face Communication, Media Multitasking, and Social Well-Being Among 8- to 12-Year-Old Girls Roy Pea, Clifford Nass, Lyn Meheula, Marcus Rance, Aman Kumar, Holden Bamford, Matthew Nass, Aneesh Simha, Benjamin Stillerman, Steven Yang, and Michael Zhou Stanford University An online survey of 3,461 North American girls ages 8 –12 conducted in the summer of 2010 through Discovery Girls magazine examined the relationships between social well-being and young girls’ media use—including video, video games, music listening, reading/homework, e-mailing/posting on social media sites, texting/instant messaging, and talking on phones/video chatting—and face-to-face communication.

This study introduced both a more granular measure of media multitasking and a new comparative measure of media use versus time spent in face-to-face communication. Regression analyses indicated that negative social well-being was positively associated with levels of uses of media that are centrally about interpersonal interaction (e.g., phone, online communication) as well as uses of media that are not (e.g., video, music, and reading). Video use was particularly strongly associated with negative social well-being indicators. Media multitasking was also associated with negative social indicators. Conversely, face-to-face communication was strongly associated with positive social well-being.

Cell phone ownership and having a television or computer in one’s room had little direct association with children’s socioemotional well-being. We hypothesize possible causes for these relationships, call for research designs to address causality, and outline possible implications of such findings for the social well-being of younger adolescents. Keywords: late childhood, social well-being, media, multitasking, computers Extensive research has addressed social developmental processes and outcomes and the many effects of media use (primarily TV) on cognitive development (e.g., Calvert & Wilson, 2008; Parke & Clarke-Stewart, 2010; Pecora, Murray, & Wartella, 2007). Yet the intersections of social well-being and media use patterns in the current era of multiscreen media multitasking (with TVs, computers, and mobile devices) have not been examined.

Another key omission has been the failure to assess time spent in face-toface communication in studies of the relationships of media use on social development. This oversight is important given the shift from face-to-face communication to mediated interpersonal communication, even among children (Rideout, Foehr, & Roberts, 2010). This study examined this important set of relationships in a large-scale survey on traditional and new media use and face-toface communication and social well-being indices in girls 8 to 12 years old. Specifically, we addressed the relationships between these girls’ media use, face-to-face communication, and media multitasking and their overall social success, feelings of acceptance and normalcy among friends, and relative dominance of in-person/online friends as sources of positive and negative social feelings.

Paper For Above instruction

In the rapidly evolving landscape of childhood and adolescent development, understanding the intricate relationships between media use, social well-being, and face-to-face communication has become increasingly essential. The study conducted by Roy Pea et al. (2012), published in Developmental Psychology under the auspices of the American Psychological Association, offers valuable insights into these dynamics among girls aged 8 to 12 years. The research sheds light on how different media engagement patterns, including multitasking behaviors, correlate with social success, peer acceptance, and feelings of normalcy within peer groups, emphasizing the importance of both virtual and in-person social interactions.

Introduction and Background

The proliferation of digital media has transformed childhood socialization, with children often engaging simultaneously with multiple screens—TVs, computers, smartphones, and gaming consoles. Prior research has predominantly focused on how media influences cognitive development (Calvert & Wilson, 2008; Parke & Clarke-Stewart, 2010); however, the intersections of media use and social well-being warrant further exploration. Notably, the shift from face-to-face interactions to mediated communication has implications for developing social competencies, especially during late childhood, a critical period for identity formation and social skill acquisition (Saarni et al., 2006; Harter, 1999).

Methodology

The study utilized an extensive online survey conducted in 2010, targeting 3,461 girls between 8 and 12 years old across North America. Participants were recruited via Discovery Girls magazine, a prominent publication with a wide readership among this demographic. The survey assessed various dimensions: media use—including video viewing, gaming, music, email, social media, texting, and video chatting—and face-to-face communication time.

Girls reported their daily media consumption with specific time estimates, facilitating analyses of the relationships between media engagement and social well-being indicators such as feelings of social success, peer acceptance, and perceived influence of friends and media. Additional measures included sleep patterns, ownership of communication devices, and perceived peer influence.

Data analysis employed regression models to explore associations between media use, multitasking, face-to-face communication, and social outcomes, accounting for variables like device ownership and media multitasking behaviors (Roberts, Foehr, & Rideout, 2005; Ophir, Nass, & Wagner, 2009).

Findings and Discussion

The findings indicated that higher usage of media centered around interpersonal communication—such as phone calls and online messaging—was associated with both positive and negative social well-being indicators. Notably, extensive video media consumption, including video gaming and streaming, exhibited a strong positive correlation with negative social outcomes, including feelings of social disconnection and low peer acceptance.

Media multitasking, defined as engaging in multiple media activities simultaneously, was also linked to poorer social well-being, echoing adult findings that chronic multitaskers exhibit compromised cognitive control (Ophir et al., 2009). Conversely, greater face-to-face communication was consistently associated with more positive social indicators, such as feelings of acceptance, normalcy, and successful peer relationships.

Interestingly, device ownership—such as having a television or computer in one's room—showed minimal direct effects on social well-being. Similarly, cell phone ownership alone did not significantly predict social success or rejection when controlling for other factors, suggesting that the quality and nature of media engagement are more pivotal than mere access (Lenhart et al., 2010).

These results highlight a nuanced picture: while technology facilitates new modes of social interaction, excessive or multitasked media use may undermine the development of meaningful relationships during critical formative years. Consequently, promoting face-to-face interactions appears vital for fostering social skills and emotional health among children.

Implications and Future Directions

The study underscores the importance of balanced media engagement, emphasizing that digital interaction should complement rather than replace in-person communication. Educational and parental strategies should encourage meaningful face-to-face socialization and educate youth on managing their media multitasking habits to mitigate potential adverse effects (Rideout et al., 2010).

Further research is needed to elucidate causal relationships and investigate long-term impacts of media use patterns on social development. Longitudinal studies could explore how early media habits influence future social competence, mental health, and academic achievement. Interventions aimed at reducing excessive multitasking and promoting quality in social interactions hold promise for nurturing resilient and socially skilled youth.

Conclusion

The findings from Roy Pea et al.’s (2012) survey present compelling evidence that the type and context of media use are integral to social well-being in late childhood. While new media provide opportunities for connection, they also pose risks when overused or engaged with simultaneously through multitasking. Supporting children’s natural social environments—primarily face-to-face interactions—remains crucial as they navigate developmental challenges associated with identity, intimacy, and peer belonging. Policy makers, educators, and parents should consider these insights in shaping healthier digital and social habits among young girls and children at large.

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