Where it is used
Each entry identifies the volume, edition, chapter or appendix in which the work appears.
The evidence behind the series
Follow the research.
Explore every source.
Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
7book volumes
8author ranges
1searchable library
Search the collection
Find a paper, author or idea.
Choose an author range, search a title or concept, or narrow the collection by source type. Open any result to see where it appears in the books, read its evidence summary and follow available source links.
2 references
-
- Vol 7 RE: Chapter 12, App B, App D
adolescent mental healthdigital technology usescreen time measurementonline social interactiondigital inequalitiessleep disruptioncyberharassmentlongitudinal research designsJournal article Evidence summaryAt a glance
Odgers and Jensen review evidence about digital technology and adolescent mental health, contrasting widespread fears with what population studies can support. Average associations between time spent using digital technologies and depression, anxiety, or well-being are generally small, inconsistent, and often based on cross-sectional self-report data that cannot establish direction or causality.
Key ideas
Broad “screen time” measures combine activities with very different social contexts, content, and functions. Effects also vary among adolescents: online interaction may intensify existing vulnerability for some while providing information, friendship, identity exploration, or support for others. The authors call for longitudinal, experimental, within-person, and open-science research using more precise measures and attention to socioeconomic inequalities. They caution against allowing alarm to outrun evidence or ignoring genuine harms such as harassment, sleep disruption, and unequal access.
Why it matters
For educators and families, the review supports examining what young people do online, why, with whom, and with what consequences rather than applying one numerical exposure threshold to everyone.
-
- Vol 7 RE: Chapter 12, App B, App D
adolescent well-beingdigital technology usespecification-curve analysiseffect sizeobservational evidencescreen-time associationsJournal article Evidence summaryAt a glance
Orben and Przybylski reanalyse three large adolescent datasets using specification-curve analysis to examine the association between digital-technology use and well-being. Instead of selecting one plausible set of variables and analytic choices, they estimate many defensible specifications and display the distribution of results.
Key ideas
Associations are generally negative but very small, with digital use explaining no more than about 0.4% of variation in well-being. The paper also compares this magnitude with ordinary activities and characteristics, showing how large samples can make trivial relationships statistically significant. Because the data are observational and measures of technology use are broad and self-reported, the analysis cannot establish causal effects or identify impacts of particular platforms, content, or users. Its major contribution is methodological as well as substantive: conclusions should be robust to analytic choices and interpreted by effect size.
Why it matters
For educators and families, the findings argue against broad alarm based solely on screen-time correlations while leaving room for targeted attention to individual harms and contexts.
A transparent research trail
More than a bibliography.
What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
How to access it
Entries link to lawful full text where available, or to a publisher, library or purchase page.
Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
From sources to a coherent pathway