A Review of the Effects of Social Media on Sleep in High-School-Aged Students
Bibliographic record
Abstract
The purpose of this study was to determine if there was a correlation between the social media use and the sleep habits of teenagers. After conducting a literature review, the researcher found that there were very few studies conducted observing the relationship between social media use and its effects on sleep, and additionally, the few studies done were conducted among adults. This led to the identification of the gap, which was the lack of research done in teenagers. The researcher decided to use a survey to collect data and fill this gap, and said survey collected both quantitative data, through Likert scale questions and information about the teenagers’ daily habits, and qualitative data, through free responses which were analyzed for popular themes. From the responses in the survey and the correlational analyses conducted, the researcher found that there was little to no correlation between social media use and worse sleep schedules among teenagers. The researcher determined that there was no significant statistical relationship among the two variables, however, it was identified that students were staying up too late and not getting enough sleep, as well as spending too much time on social media. The limitations of the survey were that the research process was inflexible, human trials are usually inconclusive, and there is respondent bias. The implications of this survey are that it can be researched in other spheres or with other methods, and that how teenagers interact with social media should be examined.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.018 | 0.016 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.003 | 0.001 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.005 | 0.001 |
| Research integrity | 0.001 | 0.004 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".