Screen Education recently completed its Teen Smartphone Addiction National Survey/2018. The survey explored a variety of issues related to teen smartphone addiction, including whether or not teens themselves were frustrated with their inability to put their phones down.
This particular issue --- wishing to be better at curbing their phone use --- emerged during the exploratory research that Screen Education conducted prior to fielding this national survey. The exploratory research suggested that a large proportion of teens are very conscious of the problems that smartphone addiction causes them, and they therefore wish to reduce their screen time.
The Teen Smartphone Addiction National Survey/2018 sought to measure this desire to reduce smartphone use in several ways, including this desire to be better able to self-limit screen time.
The survey revealed that 65% of teens wish they had a greater ability to self-limit their smartphone use.
The accompanying video clip presents this data, and includes verbatim explanations from teens regarding why it is that they wish they were better able to self-limit their screen time. Generally speaking, the verbatim comments show that teens are foregoing many enriching activities --- things they really would enjoy doing --- because they are unable to put their phones down.
This finding supports the notion that Screen Education is advocating for --- that, in addition to imposing screen time limits on teens, we must also simultaneously cultivate within them the ability to independently self-limit their screen time.
The video clip is excerpted from the webinar presentation of findings we conducted on June 28, 2018. Presenting in this clip is Michael Mercier, President of Screen Education. He was joined in the presentation by Brian Peterson, Digital Marketing Manager of EMI Research Solutions, and Glenn Stark of Stark Statistical Consulting. The Detroit Chapter of the American Marketing Association hosted the webinar.
To download the full report for the survey visit the download page.
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