Running head: ANNOTATED BIBLIOGRAPHY 1

Annotated Bibliography:

Issues in Education

Breanna Carels

Brandon University

110220

07:752 Overview of Educational Issues

Professor Terry

October 7, 2018
ANNOTATED BIBLIOGRAPHY 2

Annotated Bibliography:

Issues in Education

Considering Cellphone Distractions in the Classroom Setting

Mendoza, Pody, Lee, Kim & McDonough, 2018, “The Effect of Cellphones on Attention and

Learning: The Influences of Time, Distraction, and Nomophobia”

Mendoza, J. S., Pody, B. C., Lee, S., Kim, M., & McDonough, I. M. (2018). The effect of

cellphones on attention and learning: The influences of time, distraction, and

nomophobia. Computers in Human Behavior, 86, 52-60.

doi:org/10.1016/J.chb.2018.04.027 Retrieved from ScienceDirect.

The authors of this article conducted an experiment to determine how distracting

cellphones would be during class lectures. The groups that kept their cellphones

received distracting texts during the lecture and results showed that participants who kept

their phones did worse on the quiz. Nomophobia (the fear of being without one’s

cellphone), was assessed, and those with higher levels of nomophobia also performed

poorly on the quiz.

Tams, Legoux & Léger, 2018, “Smartphone Withdrawal Creates Stress: A Moderated Mediation

Model of Nomophobia, Social Threat, and Phone Withdrawal Context”

Tams, S., Legoux, R., & Léger, P. (2018). Smartphone withdrawal creates stress: A moderated

mediation model of nomophobia, social threat, and phone withdrawal context. Computers

of Human Behavior, 81, 1-9. doi:10.1016/j.chb.2017.11.026 Retrieved from

ScienceDirect.

Tams, Legoux, and Léger collected data from 270 smartphone users to determine

the factors that lead towards the development of nomophobia. Nomophobia can lead to
ANNOTATED BIBLIOGRAPHY 3

negative consequences, such as stress, which the authors noted was preventable if

participants knew when they would gain access to their phone again.
ANNOTATED BIBLIOGRAPHY 4

Addressing Mental Health Concerns with Adolescents

Humphrey, 2018, “Are the Kids Alright? Examining the Intersection Between Education and

Mental Health”

Humphrey, N. (2018). Are the kids alright? Examining the intersection between education and

mental health. Psychology of Education Review, 42(1), 4-16. Retrieved from Academic

Search Premier database.

Humphrey discussed the funding cuts in the field of children’s mental health

services. He also included research on the changes in prevalence of mental health issues

in children, and the positions schools are required to adopt in this respect.

Odenbring, 2018, “Mental Health, Drug Use and Adolescence: Meeting the Needs of Vulnerable

Students in School”

Odenbring, Y. (2018). Mental health, drug use and adolescence: Meeting the needs of vulnerable

students in secondary school. Urban Review, 50(3), 363-377. doi:10.1007/s11256-017-

0437-6 Retrieved from SpringerLink.

Odenbring conducted semi-structured interviews with school professionals and

local police in a Swedish community to determine how they are meeting the needs of

vulnerable students suffering with mental health concerns. The results showed that

students tried to solve their mental health issues through self-medicating which added to

the complexity of the issue. Odenbring suggested that school professionals need to

collaborate with outside sources and obtain resources to assist vulnerable students.
ANNOTATED BIBLIOGRAPHY 5

Identifying the Effects of Absenteeism on Student Achievement

Gottfried, 2014, “Chronic Absenteeism and Its Effects on Students’ Academic and

Socioemotional Outcomes”

Gottfried, M. A. (2014). Chronic absenteeism and its effects on students’ academic and

socioemotional outcomes. Journal of Education for Students Placed at Risk, 19(2), 53-75.

doi:10.1080/10824669.2014.962696 Retrieved from Taylor & Francis Online database.

Gottfried evaluated the effect of absenteeism on achievement and socioemotional

outcomes. The data suggested that absenteeism lead to lower math and reading levels,

and reduced educational and social engagement,

Hancock, Gottfried & Zubrick, 2018, “Does the Reason Matter? How Student-Reported Reasons

for School Absense Contribute to Differences in Achievement Outcomes Among 14-15

Year Olds”

Hancock, K. J., Gottfried, M. A., Zubrick, S. R. (2018). Does the reason matter? How student-

reported reasons for school absence contribute to differences in achievement outcomes

among 14-15 year olds. British Educational Research Journal, 44(1), 141-174.

doi:10.1002/berj.3322 Retrieved from Wiley Online Library database.

Hancock, Gottfried, and Zubrick conducted research with 14 and 15 year old

students to determine the reasons for school absenteeism. They found that students were

frequently absent for student or family level reasons which are out of the schools control.

It was recognized that absenteeism did have a negative effect on achievement.

ANNOTATED BIBLIOGRAPHY 6

References

Gottfried, M. A. (2014). Chronic absenteeism and its effects on students’ academic and

socioemotional outcomes. Journal of Education for Students Placed at Risk, 19(2), 53-75.

doi:10.1080/10824669.2014.962696 Retrieved from Taylor & Francis Online database.

Hancock, K. J., Gottfied, M. A., Zubrick, S. R. (2018). Does the reason matter? How student-

reported reasons for school absence contribute to differences in achievement outcomes

among 14-15 year olds. British Educational Research Journal, 44(1), 141-174.

doi:10.1002/berj.3322 Retrieved from Wiley Online Library database.

Humphrey, N. (2018). Are the kids alright? Examining the intersection between education and

mental health. Psychology of Education Review, 42(1), 4-16. Retrieved from Academic

Search Premier database.

Mendoza, J. S., Pody, B. C., Lee, S., Kim, M., & McDonough, I. M. (2018). The effect of

cellphones on attention and learning: The influences of time, distraction, and

nomophobia. Computers in Human Behavior, 86, 52-60.

doi:org/10.1016/J.chb.2018.04.027 Retrieved from ScienceDirect.

Odenbring, Y. (2018). Mental health, drug use and adolescence: Meeting the needs of vulnerable

students in secondary school. Urban Review, 50(3), 363-377. doi:10.1007/s11256-017-

0437-6 Retrieved from SpringerLink.

Tams, S., Legoux, R., & Léger, P. (2018). Smartphone withdrawal creates stress: A moderated

mediation model of nomophobia, social threat, and phone withdrawal context. Computers

of Human Behavior, 81, 1-9. doi:10.1016/j.chb.2017.11.026 Retrieved from

ScienceDirect.