Date
8-6-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Tracey Pritchard
Keywords
ADHD, adolescents, attention, brain development, cognitive development, screen time, social skills
Disciplines
Education
Recommended Citation
Lambert, Latisha, "Middle School Teachers’ Perceptions Of The Impact Digital Consumption Has On Adolescent Cognitive And Behavioral Abilities: A Case Study" (2025). Doctoral Dissertations and Projects. 7254.
https://digitalcommons.liberty.edu/doctoral/7254
Abstract
The purpose of this case study was to understand student digital consumption and its potential implications on cognitive and behavioral development at a suburban middle school in Southeastern United States. The study was guided by Bandura’s Social Cognitive Theory and Veblen’s technological determinism theory, providing a dual lens for examining how environmental modeling and societal shifts in technology influence student learning and behavior. The study utilized a single-site embedded case study design. Ten middle school teachers from various grade levels and subject areas participated. Data were collected through semi-structured interviews, observations, and teacher journaling. NVivo coding was used to identify key authentic participant language, interviews and journals were analyzed through explanation building, and observations were analyzed using pattern matching to ensure theoretical grounding. Thematic findings revealed five dominant areas of concern: diminished critical thinking and comprehension skills, increased distractibility and shortened attention spans, weakened social and interpersonal skills, student dependence on digital stimulation, and the need for instructional adaptation. The findings suggest that digital consumption is altering not only how students think and behave, but also how teachers plan, manage, and deliver instruction. Bandura’s framework helped explain how environmental modeling and reinforcement influence student cognition and behavior, while Veblen’s theory underscored the broader cultural and institutional shifts driven by advancing technology. Together, the findings illustrate that technology is not simply a classroom tool, it is a transformative force that is reshaping the educational landscape in ways that demand intentional response from educators.
