Anxiety and Depression Associated with Technology Use

Symptoms of internet withdrawal -- increased anxiety, blood pressure and heart rate -- are close to what drug addicts experience, according to a study by researchers at Swansea University and Milan University. Participants in the study reported spending an average of five hours a day online with most of that time spent on social media sites. The findings suggest that long term utilization of ICTs as an emotional coping strategy may have a negative influence on mental health and/or exacerbate mental health predispositions.

Other key takeaways from this study include:

-       High engagement with cell phones and internet is linked with anxiety and depression.

-       Using devices to alleviate boredom is not associated with anxiety and depression.

-       Using devices for emotional coping is associated with anxiety and depression.

-       Mobile phones may provide a “security blanket effect” in anxiety-inducing situations.

-       Path of short-term stress was almost the same irrespective of coping mechanism used.

Panova, T., & Lleras, A. (2016). Avoidance or boredom: Negative mental health outcomes associated with use of information and communication technologies depend on users’ motivations. Computers in Human Behavior, 58, 249-258. http://dx.doi.org/10.1016/j.chb.2015.12.062

Teacher Burnout and Outcomes for Students

In this study, researchers explored these constructs to determine their relation to student outcomes, including disruptive behaviors and academic achievement. Latent profile analysis was used to determine patterns of teacher adjustment in relation to stress, coping, efficacy, and burnout. These profiles were then linked to student behavioral and academic outcomes. Four profiles of teacher adjustment were identified. Three classes were characterized by high levels of stress and were distinguished by variations in coping and burnout ranging from (a) high coping/low burnout (60%) to (b) moderate coping and burnout (30%), to (c) low coping/high burnout (3%). The fourth class was distinguished by low stress, high coping, and low burnout. Only 7% of the sample fell into this Well-Adjusted class. Teachers in the high stress, high burnout, and low coping class were associated with the poorest student outcomes. Implications for supporting teachers to maximize student outcomes are discussed.

Herman, K. C., Hickmon-Rosa, J., & Reinke, W. M. (2017). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions, 20(2), 90-100. https://dx.doi.org/10.1177/1098300717732066