Currently submitted to: JMIR Preprints
Date Submitted: Jul 13, 2026
Open Peer Review Period: Jul 13, 2026 - Jun 28, 2027
(currently open for review)
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
The Effect of Screen Time on Academic Performance Among Tonganoxie High School Students: A Theoretically Grounded Examination
ABSTRACT
This study investigates the relationship between adolescent screen time and academic performance through a theoretically informed, survey‑based observational design conducted at Tonganoxie High School. The following theories were,Drawing on Cognitive Load Theory, Self‑Regulation Theory, and the Displacement Hypothesis. The study examines how daily screen exposure, sleep duration, and perceived academic interference interact to shape students’ GPA outcomes. Students self‑reported their GPA range, daily screen time, sleep hours, and the extent to which screen use disrupted homework completion and bedtime routines. The findings reveal a consistent inverse association between screen time and GPA, accompanied by disruptions in sleep regularity and academic functioning. Students in the highest GPA group reported more regulated digital habits and more stable sleep patterns, whereas students in lower GPA groups reported significantly higher screen exposure and greater interference with academic tasks. These results align with national research and contribute to ongoing scholarly discussions about adolescent digital behavior, cognitive regulation, and academic performance. Implications for educational practice, digital‑wellness policy, and future research are discussed.
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