What Do They Do with Their Phones? Teens' Smartphone Use Behavior Post Covid-19 Pandemic
DOI:
https://doi.org/10.12928/jehcp.v13i1.28233Abstract
The use of smartphones has significantly increased during the Covid-19 pandemic. Internet access in the family room has impacted teens' smartphone usage behavior and relationships between family members, particularly in family communication. This study aimed to describe teens' behavior while using smartphones and compare the quality of parent-child interpersonal communication based on teens' smartphone usage intensity post-pandemic COVID-19. A total of 515 teens aged 15-19 years participated in this research. The study revealed eight main activities that most teenagers engage in with their smartphones. These activities include recording pictures/audio/video of oneself, managing incoming messages (via messaging apps and email), playing games, accessing social media, listening to music, listening to the radio, editing photos/videos, and using search engines (such as Google) to search for information (browsing). The results also indicated significant differences in openness, empathy, positiveness, and overall family communication quality. Participants who used low-intensity gadgets exhibited the best quality in these dimensions. The implications of this research may help practitioners working with families design necessary interventions for family communication problems.
References
Ammang, W., Sondakh, M., & Kalesaran, E. R. (2017). Peran Komunikasi Keluarga Dalam Mengatasi Perilaku Merokok Pada Anak Usia Remaja (Studi Pada Masyarakat Kelurahan Kampung Makassar Timur Kota Ternate). Acta Diurna Komunikasi, 6(1).
APJII. (2022). Profil Internet Indonesia 2022. Diunduh dari https://apjii.or.id/download/cf790057fdac70557a6655945479b5ab
Ardari, C. S. S. (2016). Pengaruh kepercayaan diri terhadap intensitas penggunaan media sosial pada remaja awal. Universitas Sanata Darma: Yogyakarta.
Ardila, A., Rosselli, M., Matute, E., & Guajardo, S. (2005). The influence of the parent’s educational level on the development of executive functions. Developmental neuropsychology, 28(1), 539-560.
Aressa, V., Nirwana, H., & Bentri, A. (2016). Komunikasi interpersonal anak dan orangtua ditinjau dari jenis Kelamin, tingkat pendidikan orangtua, dan daerah tempat tinggal serta implikasinya pada bimbingan dan konseling. Konselor, 5(3), 139-150.
Chasanah, A. M., & Kilis, G. (2018, July). Adolescents' gadget addiction and family functioning. In Universitas Indonesia International Psychology Symposium for Undergraduate Research (UIPSUR 2017) (pp. 350-358). Atlantis Press.
Devito, J. A. (2016). The Interpersonal Communication Book (14th editi). London: Courier Kendallville.
Esther Jennifer, S. (2012). Influence of electronic gadgets excessive use on academic performance and family interaction among adolescents (Doctoral dissertation, Sacred Heart Nursing, College, Madurai).
Fantuzzo, J., Tighe, E., & Childs, S. (2000). Family Involvement Questionnaire: A multivariate assessment of family participation in early childhood education. Journal of educational psychology, 92(2), 367.
Gong, W. J., Sit, S. M. M., Wong, B. Y. M., Wu, S. Y. D., Lai, A. Y. K., Ho, S. Y., ... & Lam, T. H. (2022). Associations of face-to-face and instant messaging family communication and their contents with family well-being and personal happiness amidst the COVID-19 pandemic. Frontiers in psychiatry, 13, 430.
Hidayah, N., Nashoih, A. K., Asyari, T. R., & Chumaidi, A. (2021). Sosialisai Edukasi Smartphone terhadap Anak “Dampak Positif dan Negatif Penggunaan Smartphone pada Anak”. Jumat Pendidikan: Jurnal Pengabdian Masyarakat, 2(1), 23-26.
Hidayanto, D. K., Rosid, R., Ajijah, A. H. N., & Khoerunnisa, Y. (2021). Pengaruh Kecanduan Telpon Pintar (Smartphone) pada Remaja (Literature Review). Jurnal Publisitas, 8(1), 73-79.
Kominfo (2020). Terjadi Pergeseran Penggunaan Internet selama Masa Pandemi. https://www.kominfo.go.id/content/detail/26060/terjadi-pergeseran-penggunaan-internet-selama-masa-pandemi/0/berita_satker
Lai, O. K. (2008). The enigma of Japanese ageing-in-place practice in the information age: does digital gadget help the (good) practice for inter-generation care?. Ageing International, 32, 236-255.
Laini, A. (2018). Influence of gadget usage and parent involvement to children's prosocial behavior. Jurnal Ilmiah Pendidikan dan Pembelajaran, 2(2).
Ponton, Y.D., Calvo, X.V., Coello, A.C.G., Munoz, J.A., Calzadilla-Nunez, A., Reyes-Reyes, A., Torres-Martinez, P. (2020). Empathy and Family Functioning in Medical Students of the University of Azuay, Cuenca, Ecuador. Revista Salud Uninorte, 36(3), 571-586.
Prince-Embury, S. (2009). The resiliency scales for children and adolescents as related to parent education level and race/ethnicity in children. Canadian Journal of School Psychology, 24(2), 167-182.
Rustham, A. T. P., Rusadi, M. I., Sakinah, S., Kristanti, A., & Cholisha, F. A. (2022, February). Empathic Communication Skill Optimization for Minimizing Children’s Excessive Use of Gadgets. In Interdisciplinary Conference of Psychology, Health, and Social Science (ICPHS 2021) (pp. 43-47). Atlantis Press.
Sari, D. N. (2020, July). An Analysis of the Impact of the Use of Gadget on Children’s Language and Social Development. In International Conference of Early Childhood Education (ICECE 2019) (pp. 201-204). Atlantis Press.
Schaller, A., Rocha, L. O., & Barshinger, D. (2007). Maternal attitudes and parent education: How immigrant mothers support their child’s education despite their own low levels of education. Early Childhood Education Journal, 34(5), 351-356.
Sillars, A. L., Pett, R. C., Canary, D. J., & Vangelisti, A. L. (2021). Conflict and relational quality in families. In The Routledge handbook of family communication (pp. 312-329). Routledge.
Storch, S. L., & Ortiz Juarez-Paz, A. V. (2018). Family communication: Exploring the dynamics of listening with mobile devices. International Journal of Listening, 32(2), 115-126.
Williams, B. K., & Sawyer, S. C. (2011). Using Information Technology: A Practical Introduction to Computers & Communications. (9th edition) (9th ed.). McGraw Hill.
Zedan, R. F. (2011). Parent involvement according to education level, socio-economic situation, and number of family members. The Journal of Educational Enquiry, 11(1).