In The Era of Distraction, What Determines the Productivity of Masterman? 

  The workload increases as the third quarter approaches, and Masterman students are burdened with the pressure of excelling. Whether in their extracurriculars, assignments, or outside commitments, students are burning out; and with burnout comes a tendency to procrastinate. While screens often serve as convenient distractions, are there other, deeper issues causing unproductivity? 

                 54 survey responses revealed that screen time usage varies widely among Masterman High School students. While 42.6% of respondents use their screen time productively for researching or reading, 63% watch videos on platforms like YouTube. Unsurprisingly, 66.7% reported social media made up most of their screen time. The average screen time of Masterman students is 5.1 hours, not counting school-related activities—more than three hours than the recommended limit for teenagers (CDC). 

                 There may be a correlation between this excess usage and procrastination. More than half of respondents said they use screen time to avoid starting tasks, with 11.1% reporting they always use it to delay tasks. Consequently, when asked how often they procrastinated on school assignments, 93.2% said they procrastinated sometimes, often, or always;  20.5% of those students reported always procrastinating. Assuming an assignment was due at 11:59 PM, 11.4% reported procrastinating for more than four hours or waiting until the last minute. When asked how screen time affected their ambition/drive, 34.1% said it distracted them from their goals — and 70.4% said screens decreased their productivity. 

                  While phones are often blamed for procrastination, students' motives reveal deeper causes. The most common justifications were disinterest in the task, lack of motivation, feeling overwhelmed by expectations, and being easily distracted by screens; research has demonstrated that academic pressure can not only cause stress and mental health struggles but has also been a “risk predictor of mobile phone addiction behavior.” Students often face high standards and pressure to be perfect at a high-pressure school like Masterman. This can cause burnout or demoralization, manifesting as disengagement and excessive screen usage. One student shared that labels like “gifted” and “high-achieving” discourage them from working because they believe they’re not gifted and don’t find the point in trying, negatively impacting their ambition. 

                  Similarly, people may lose confidence in their abilities through constant comparison. This was clearly demonstrated, as 66.6% said they often or always compared themselves to others academically. Multiple students commented that the pressure made them anxious, stressed, or afraid of failure, as it seemed like everyone wanted them to succeed. Another student explained that when everyone else is seen as gifted, it’s hard to think of yourself highly. This fear of falling short may lead to procrastination as a temporary escape from overwhelming tasks, and that escape is often screen time. 

                   Ultimately, screens aren’t the sole culprit. Instead, they may act as a magnifier, exacerbating deeper issues at the root of constant procrastination; lack of motivation, discipline, or even pressure caused by expectations or the Masterman environment. Learning to balance academics and other commitments and creating healthy approaches to pressure is key to developing productive habits.