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dc.contributor.authorVernon, Lynette
dc.date.accessioned2019-10-15T08:22:42Z
dc.date.available2019-10-15T08:22:42Z
dc.date.issued2019
dc.identifier.citationVernon, L. 2019. Time‐use for the iGeneration: A person‐centered approach. Human Behavior and Emerging Technologies. 1 (2): pp. 91-102.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/76563
dc.identifier.doi10.1002/hbe2.146
dc.description.abstract

This study used a person‐centered approach to identify classes of adolescents characterized by unique patterns of time‐use including traditional activities (paid work, homework, television, physical activity) and technological activities (gaming, social networking, Internet) and examined the relation to developmental outcomes (extracurricular activities, sleep, and academic attainment). A sample of 948 mainly Caucasian (56.6%) adolescents (43% male; M age = 15.4 years) from 28 high schools were surveyed. Time‐use classes were derived using latent class analysis. Four classes of adolescent time‐use were identified: Analoggers, Gamers, Digital All‐rounders, and Social Networkers. Classes differentially associated with developmental outcomes, controlling for gender and socioeconomic status. The Gamers (15.7%; active in one domain) were more likely to be males, with the lowest engagement in extracurricular activities and lowest academic attainment when compared to other groups. The Digital All‐rounders (24.9%; engagement in multiple domains) obtained the lowest amount of sleep, however, on average, participated in sport, and had an academic self‐concept of similar levels to Analoggers (40.3%; highly engaged in traditional activities, less engaged in the technological domain). Social Networkers (19.1%), on average, heavily invested in one technological activity at the expense of other activities, having the poorest outcomes alongside Gamers. Examination of typologies of adolescent time‐use can support understanding of technology‐related activity patterns and associations with extracurricular activities, sleep and academic attainment. The person‐centered approach enables us to disentangle contradictory findings related to adolescent technology use, particularly when comparing those who engage across a range of activities compared to those only engaged in one domain.

dc.publisherWiley Online Library
dc.relation.sponsoredbyhttp://purl.org/au-research/grants/arc/DP130104670
dc.relation.sponsoredbyhttp://purl.org/au-research/grants/arc/DP1095791
dc.relation.sponsoredbyhttp://purl.org/au-research/grants/arc/DP0774125
dc.subjectacademic attainment
dc.subjectadolescent
dc.subjectextracurricular activities
dc.subjectperson-centered approach
dc.subjectsleep
dc.subjecttechnology
dc.subjecttime-use patterns
dc.titleTime‐use for the iGeneration: A person‐centered approach
dc.typeJournal Article
dcterms.source.volume1
dcterms.source.number2
dcterms.source.startPage91
dcterms.source.endPage102
dcterms.source.titleHuman Behavior and Emerging Technologies.
dc.date.updated2019-10-15T08:22:42Z
curtin.departmentSchool of Management
curtin.accessStatusFulltext not available
curtin.facultyFaculty of Business and Law
curtin.contributor.orcidVernon, Lynette [0000-0003-1945-3176]
dcterms.source.eissn2578-1863
curtin.contributor.scopusauthoridVernon, Lynette [55516934300]


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