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Teens’ screen time linked to lagging skills in core subjects

Frequent use of digital devices for entertainment is linked to weaker learning outcomes among lower secondary students. According to researchers at the University of Jyväskylä, 15-year-olds who spend the most time on screens in their free time can lag behind their peers by up to a year in math, reading, and science.

Press release 18.6.2026 (University of Jyväskylä)

Researchers at the University of Jyväskylä analysed data from over 10,000 Finnish adolescents to examine the relationships between students’ use of digital devices, confidence in their digital skills, and scores in core subjects. The study found that the more frequently 15-year-olds use digital devices for entertainment, the worse they perform in math, reading, and science. On average, their results corresponded to the level of 14-year-olds. This pattern in consistent across both boys and girls, as well as native and immigrant students.

Other studies have found that such frequent use of digital devices negatively affects school performance as children spend time watching videos, scrolling through social media, or playing games instead of preparing for school, getting enough sleep, or engaging in face-to-face social and sport activities.

“Based on strong scientific evidence, we recommend parents limit their children’s screen time to no more than a couple of hours per day during the school week. This includes watching videos, scrolling through social media and playing games”, researcher Mitcho Hristov from the University of Jyväskylä states on behalf of the research group.

These are in line with recommendations (by THL and EDUFI), which also offer more detailed guidelines for parents.

By limiting screen time, children and adolescents can have a more balanced lifestyle that does not exclude digital entertainment and allows them to focus on their studies and enjoy in-person activities.

The study also revealed a surprising finding related to students’ perceptions of their own digital competence.

“We found that high confidence in computer programming skills was also related to poorer performance across school subjects. Previous literature is not clear on why this may be happening, and for now we can only recommend further research into this phenomenon”, Hristov states.

On the other hand, high confidence in everyday digital skills such as searching for information, using text editors and presentation software, was strongly related to better school performance.

The use of technology in learning associated with lower achievement among immigrant students

The study found using digital devices for school-related activities such as creating presentations, writing texts or looking up information online had a negative effect on school achievement among immigrant students.

Previous research has found that immigrant students tend to have less developed digital skills which could be making it more challenging for them to complete digital schoolwork. Such delays in skill development are often linked to lower socioeconomic status and lower language and reading ability, although the researchers were not able to examine the role of these factors in the present study.

However, this was not the case among native students where using digital devices for school-related activities was not associated with school achievement at all. Hristov says this lack of effect could be because the use of digital devices in Finnish schools is still quite basic and limited to presentations, online assignments, watching videos or interactive quizzes.

“Another reason could be that teachers may not feel confident in their own digital skills or don’t have the time and technical support to integrate more meaningful digital interactions in their lessons”, Hristov says.

The study used PISA 2022 data from over 10,000 students in Finland, aged 15. PISA tests math, reading, and science skills, and collects further information about other important skills and attitudes. This study in question used the information and communications technology questionnaire.

The study is a part of the EDUCA Flagship funded by the Research Council of Finland and led by the University of Jyväskylä. Mitcho Hristov is a doctoral student in the EDUCA-Doc Doctoral Education Pilot funded by the Ministry of Education and Culture.

Full article:

Hristov, M., Yada, T., Fagerlund, J., Näykki, P., & Häkkinen, P. (2025). Understanding the relationships among ICT use, self-efficacy, and achievement in PISA 2022: A multigroup analysis featuring gender and immigrant status. Computers & Education, 105539. https://doi.org/10.1016/j.compedu.2025.105539