Screen Media Usage and Adolescent Learning: Unraveling the Timing and Content-Related Factors Influencing Academic Performance and Motivation

Screen media has witnessed extensive utilization in classrooms and educational settings. Among this widespread usage, researchers have extensively investigated the influence of screen media usage (SMU). The impact of SMU on adolescents has been the subject of extensive empirical research by scholars. Yet there is limited focus on the association between the content and duration of SMU and students’ academic performance. The current study endeavor undertook an examination of the impact of SMU on academic performance and learning motivation, delving into two distinct dimensions, time and content-related aspects. Data were gathered from adolescents (N = 69) aged 14–18 from an international high school in Guangzhou, China. Findings demonstrated that various contents of SMU have an impact on academic performance and motivation. Notably, non-academic SMU is negatively correlated with the academic performance and motivation of adolescents, affirming the second hypothesis. Evidence indicated that adolescents should be advised to limit their screen media usage, particularly non-academic content, to ensure that their academic performance and learning motivation remain unaffected. Parents and educators can develop clear guidelines recommending appropriate screen time for adolescents, balancing their academic and recreational usage. The research findings can assist education policymakers and practitioners in formulating more effective educational strategies in the future.