ArticleJMIR mental health2021
Evaluating a Middle-School Digital Citizenship Curriculum (Screenshots): Quasi-Experimental Study.
Article in JMIR mental health, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers, 2 of them syntheses that pooled it.
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Who cites it
7 citing papers in PubMed, 2 syntheses or guidelines pooled it, 37 citations in OpenAlex.
- The relationship between school-age students' literacy skills and digital well-being: a systematic review.BMC psychology · 2025Pooled it
- Family and Educational Strategies for Cyberbullying Prevention: A Systematic Review.International journal of environmental research and public health · 2022Pooled it
- Promoting Well-Being from a Gender Perspective: A Systematic Review of Interventions Using Digital Tools and Serious Games.Behavioral sciences (Basel, Switzerland) · 2024Review
- Effects of digital game-based learning on students' digital etiquette literacy, learning motivations, and engagement.Heliyon · 2024Article
- Digital competence as a protective factor against gaming addiction in children and adolescents: A cross-sectional study in Hong Kong.The Lancet regional health. Western Pacific · 2022Article
- Digital Citizenship and Professional Digital Competence - Swedish Subject Teacher Education in a Postdigital Era.Postdigital science and education · 2022Article
- Correlational study on cyberbullying and social abilities in intercultural teenagers.Frontiers in psychology · 2022Article
Corrections and comments
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Authors and funding
4 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundScreenshots is an in-school curriculum that seeks to develop positive digital social skills in middle school students with the long-term goal of improving their health and well-being. The program imparts knowledge and teaches skills upon which young adolescents can build a set of beliefs and behaviors that foster respectful interactions, prosocial conflict resolutions, and safe and secure use of communication technology. Intervening in this way can improve young people's mental health by limiting their exposure to cyberbullying and other forms of negative online interactions. This study reports on an evaluation of the Screenshots program conducted with seventh graders in a public school system in a midsized New England city.
objectiveThis study aims to determine the effectiveness of the Screenshots program in increasing participants' knowledge about key concepts of digital citizenship and in shifting beliefs and intended behaviors to align with prosocial and safe online interactions. In addition, the study examines whether the program has varying effects on males' and females' conflict and bullying resolution strategies.
methodsThis quasi-experimental evaluation was conducted in four middle schools in which one group of seventh graders received the Screenshots curriculum and another did not. Before and after the curriculum, all students completed a questionnaire that measured their knowledge of and beliefs about digital citizenship and related online behavioral concepts, their attitudes regarding strategies for stopping online bullying, and their intended online conflict resolution behaviors.
resultsThe sample included 92 students who received the curriculum and 71 students who were included in the comparison group. Pre- to postinstruction retention rates ranged from 52% (33/63) to 84% (21/25), varying by school and condition. The results showed an increase in knowledge about key curricular concepts for some students (F
conclusionsThis study represents a rare evaluation of an in-school digital citizenship program and demonstrates the effectiveness of Screenshots. Students' increased knowledge of key curricular concepts represents a foundation for developing future beliefs and healthy behaviors. Differences in how adolescent males and females experience and perpetrate online aggression likely explain the conflict resolution findings and emphasize the need to examine gender differences in response to these programs. Students' high ratings of the relevance of Screenshots' content reinforce the need for this type of intervention.
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Registered trials
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