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There are several theoretical reasons to believe that media use might be related to attention-deficit/hyperactivity disorder (ADHD) or ADHD-related behaviors (i.e., attention problems, hyperactivity, and impulsivity). Although studies into the media--ADHD relationship have accumulated, they have yielded inconsistent results. Therefore, we still do not know whether children's media use and ADHD-related behaviors are related and, if so, under which conditions. To fill this gap in the literature, we first identified 6 different hypotheses that may explain why media use in general and viewing fast-paced or violent media content might be related to 1 or more ADHD-related behaviors. Subsequently, we conducted a meta-analysis of 45 empirical studies investigating the relationship between media use and ADHD-related behaviors in children and adolescents. Our results indicated a small significant relationship between media use and ADHD-related behaviors (r[subscript +] = 0.12). Finally, we identified several specific gaps in the existing literature and presented 5 crucial directions for future research.

This study aimed to identify demographic, intrinsic and extrinsic predictors of youth's online sexual information seeking. We used survey data from a large, representative sample of youth (12–24 years) in the Netherlands (N = 20,500). We focused on online sexual information seeking in general, and on two specific types of online sources: interactive user-generated content (UGC) and professional sexuality education content. Findings suggested that LGB youth and youth with more sexual knowledge were more likely to consult sexual information online, both via UGC and via professional websites about sex. Professional content specifically reaches female youth more than male youth, and is more likely to be consulted by youth with more sexual experience and sexual problems. Further, being male, having low sexual esteem and high sexual curiosity were linked to a higher use of interactive UGC. Finally, only communication with friends about sex, but not with parents or partners, nor the amount and appreciation of school-based sexuality education received, was related to a higher use of online sexual information seeking, notably expert sources of sexual information. [ABSTRACT FROM AUTHOR]