Evidence map›Paper›PMID 35874342›Full record

SynthesisFrontiers in psychology2022

Psychological and Emotional Effects of Digital Technology on Digitods (14-18 Years): A Systematic Review.

Pierpaolo Limone, Giusi Antonia Toto

Abstract readSystematic Review
In one paragraph

Synthesis in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.

0numbers the graph read from it
0cells of the map it votes in
10citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

10 citing papers in PubMed.

  1. Article
  2. Article
  3. Article
  4. Article
  5. Review
  6. Article
  7. Article
  8. Article
  9. Article
  10. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

2 authors.

Pierpaolo LimoneLearning Science Hub, University of Foggia, Foggia, Italy.
Giusi Antonia TotoLearning Science Hub, University of Foggia, Foggia, Italy.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Background: The use of smartphones and other technologies has been increasing in digitods aged 14-18 years old. To further explain this relationship and explore the gap in research, this paper will appraise the available evidence regarding the relationship digital technology use and psychological/emotional outcomes and report on the strength of the associations observed between these variables. Methodology: To select relevant studies, five separate computerized searches of online and electronic databases were performed. These included PubMed (MEDLINE, National Library of Medicine), ScienceDirect, Cochrane, Scopus, and Web of Science to attain literature from January 2017 to April 2022. The author independently reviewed studies for eligibility as per the inclusion/exclusion criteria and extracted the data according to a priori defined criteria. Risk of bias was assessed using the Agency for Healthcare Research and Quality (AHRQ) for healthcare studies and Cochrane Risk Of Bias In Non-randomized Studies of Interventions (ROBINS-I) assessment tool. Results: Seven studies were included in this review. A positive relationship was found between excessive digital technology usage and negative psychological and emotional outcomes in digitods aged 14-18 ( Conclusions: As the evidence in this review is distinctive, it is imperative that further research be conducted to investigate any synergistic relationships among these variables on a larger scale in order to better advise public health initiatives to specifically target heightened digital technology usage in adolescents.

Indexed as

adolescentsdigital technologies (DTs)psychological and emotional implicationreviewtechno addictions

Identifiers

PMID35874342
PMCPMC9301025

What OpenQuestion holds

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LicenceCC BY
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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.