How social media is changing our time: attention span between self-determination and manipulation through algorithms and likes Global time use – attention economy in transition (1930–2024) The way people spend their time provides insights into far-reaching social changes in the economy, social structures and technology. Time use data show how cultural priorities, forms of work and social relationships have developed over decades. Time use was very different in the strictly timed daily lives of industrial societies in the 20th century, when social media did not yet exist. Time management has changed fundamentally from the fragmented, digitally mediated lifestyle of the present. What it's about: changes in six key areas of time use: family time, education, social interactions, work, religious engagement, and digital activities. We draw on historical time-use studies, academic analyses, and statistical reports (e.g., NBER, UNESCO, ATUS, Gallup, Our World in Data). There are clear mechanisms behind these changes: corporate interests, technological developments and changing social values have in many cases reshaped people's daily lives not for the benefit of their well-being but for the benefit of economic interests. Time use by category (1930s–2020s) Time with the family: the disintegration of a shared framework Until well into the 20th century, family life was characterised by fixed rituals: shared meals, evening conversations and regular get-togethers with relatives provided social stability. After the Second World War, economic recovery strengthened this structure – the shared evening meal was seen as a symbol of family cohesion. But since the late 20th century, this model has been eroding. Suburbanisation led to longer commutes, television made entertainment an individual activity, and with the rise of dual-earner households, time spent together became scarcer. In the 21st century, this process accelerated drastically: digital media increasingly replaced personal interaction. Studies show that in the 2010s, families on average only spent 36 minutes per day on non-digital, shared activities. Although the COVID-19 pandemic brought a short-term return to more family time, the long-term trend towards individualisation remained. There is more to this development than just a lack of time: digital platforms deliberately undermine undisturbed family time. Social media, video games and streaming services are designed to keep users' attention as long as possible – a strategy that generates high profits for companies through advertising. Parents and children are spending more and more time in personalised digital worlds, while real interaction is giving way to algorithm-driven content. Education: From early entry of young people into the labour market to lifelong learning At the beginning of the 20th century, education was not a given for many – especially in non-industrialised countries, young people dropped out of school early to contribute to the family income. It was only after the Second World War that attending school for several years became the norm for broad sections of society. With the expansion of the higher education system in the second half of the 20th century, education gained further importance: the proportion of young adults with a university degree rose rapidly. By 2020, global higher education enrolment rates exceeded 40%, revealing a societal shift in which young people are spending an increasing amount of their lives in formal education and entering the workforce later. At the same time, digital learning opportunities that enable professional development and specialisation are extending the education pathway – a trend that delays the financial independence of many people. Work: Blurring the lines between work and leisure At the beginning of the 20th century, many people experienced harsh working conditions and long working hours. Working hours of over 50 hours per week were not uncommon, especially in an era before the influence of social media. It was only with the introduction of labour laws and social reforms that the 40-hour week became established in many countries. But digitalisation has increasingly eroded this boundary. E-mails, chat apps and AI-supported work platforms ensure that work is no longer confined to the workplace. Employees can be reached 24/7, and in many industries they are expected to respond even outside of regular working hours. The concept of free time has become increasingly blurred as a result. This trend is particularly evident in the platform economy: gig work and digital self-employment are leading to a flexibilisation of the world of work, often accompanied by financial insecurity and constant availability. Likes instead of social interactions: from direct conversation to chat While social activities were mainly face-to-face in the mid-20th century, the spread of television and urbanisation saw a decline in spontaneous encounters. The 21st century has further accelerated this trend: since 2003, the time spent in face-to-face social interactions has decreased by 30%. A particularly drastic example of this change can be seen in young people: many of them prefer to communicate via chat, even when they are in the same room. This change is no coincidence – digital platforms are designed to monetise human interaction in the form of engagement figures. Companies benefit when people stay online instead of investing time in real encounters. Religious community: a dwindling communal factor In the 1950s, in many societies over 40% of people regularly attended religious services. Religious rituals structured the weekly routine and provided social networks. Since the 1960s, secularisation has increased sharply. In 2023, Americans spent an average of only 3.6 minutes per day on religious activities. Although individual spirituality in the form of meditation or reflection is on the rise, it lacks the communal factor that traditional religious practices once offered. FOMO: Screen time and scrolling to the point of sleep disturbance – the biggest time wasters Before digitalisation, leisure activities were characterised by cinema, radio and personal meetings. Today, digital media dominate everyday life: the average daily internet use in 2023 was 6 hours and 40 minutes per person. This change is not random – platforms are designed to keep users as long as possible. Algorithms, notifications and reward systems maximise screen time by activating the brain's reward system. As a result, fewer and fewer people seek out real social experiences. The bottom line: who controls our attention? Digital media are not good or bad per se – what matters is how we use them. Self-determination in the digital age means making conscious decisions about your own media consumption, not letting algorithms control you and finding a healthy balance between digital and analogue life. The displacement of communal experiences by individualised, digitally mediated experiences is not an unintended side effect – it is the result of conscious decisions by large tech companies geared towards maximising profits. While digitalisation brings enormous advantages, one central question remains: How much of our time do we determine ourselves – and how much is controlled by external economic interests? Figures – Data – Facts Time use by category (1930s–2020s) Category 1930s–1950s (early/mid-20th century) 1960s–1990s (late 20th century) 2000s–2020s (early 21st century) Family time The family was the central social unit. Multigenerational households were common, and evenings were spent together at home. Cultural norms emphasised family meals and shared activities, especially in the 1950s. Shared family time began to decline as television and individual pastimes became more popular. More parents in employment led to fewer shared meals and activities. In the 1970s, eating dinner together was still relatively common, but it continued to decline in the 1990s. In the digital age, time together has shrunk further. One study found that families in the 2010s spent an average of just 49 minutes a day together, dropping to 36 minutes in 2013. While the COVID-19 pandemic has brought more family time in the short term, the long-term trend of decline continues. Time spent in school Educational opportunities increased after 1930, but were still limited. In the 1930s, many young people did not attend secondary school. After the Second World War, school attendance became the norm in industrialised nations. In the USA, young people aged 14–17 spent significantly more time at school than at work from the 1950s onwards. School attendance increased worldwide. In most countries, primary school attendance was standard from the 1960s onwards, and more and more young people attended secondary school. In the 1990s, young people spent more time in class and doing homework than previous generations. In the 21st century, schooling has become almost universal. Most children worldwide attend school through their teens, and many countries require school attendance through ages 15–18. The average number of years of schooling has more than doubled since 1950. Time at university Higher education was a rarity until the 1930s, and almost exclusively the preserve of the elite. After World War II, universities accepted more students, but the majority of young people worked after school. Massive expansion of higher education: From the 1960s onwards, it became increasingly normal for the middle class to attend university. By the 1990s, the global university rate had risen to around 20%. As a result, young adults spent several years longer in educational institutions than previous generations, as they were often distracted by the use of apps and social media. Higher education reached an all-time high: By 2020, the global higher education rate was around 40%. The number of students doubled from 100 million (2000) to 222 million (2020). Today, many young adults spend 3–6 years or more in higher education. Work (time with colleagues) In the early 1900s, working hours were extremely long. In the 1930s–1950s, it stabilised at around 40 hours per week. Full-time jobs meant daily interaction with colleagues, often in factories or offices. Paid holidays were limited, so working hours dominated everyday life. The average weekly working hours stabilised at around 35–40 hours. While men tended to work less, more and more women were entering the labour market. In the 1980s and 1990s, some professional groups worked long hours, but overall working hours fell slightly. Working hours have not risen again since the 21st century – in some countries they have even fallen slightly. Flexible working models and home offices have become more important, so that direct interaction with colleagues has decreased in many professions. Some countries are testing the 4-day week. Time with friends Socialising with friends was a main component of leisure time before the influence of social media changed the way we maintain our social relationships. Without modern media, friends visited each other regularly or met in clubs, bars or to play cards. In the 1970s, the average American invited friends home about 15 times a year. Decline in social interactions: From the 1960s onwards, informal gatherings decreased. In the 1990s, the number of meetings with friends in the USA was only 8 times a year – almost half as much as in the 1970s. Suburbanisation, television and work-related stress led to fewer personal meetings. Sharp decline in face-to-face interaction. From 2003 to 2022, the time for personal meetings decreased by 30%. In the 2010s, young people spent 3 hours per week less with friends than previous generations. We now spend less time in personal meetings than previous generations, often communicating via social media platforms. Social networks and digital communication replaced personal meetings. Religious activities Religious rituals played an important role for many people. Church services were often a fixed part of Sundays. In the United States, regular attendance at church services was over 40% of the population in the 1950s. Many people spent several hours a week on church activities. Secularisation set in: From the 1960s onwards, the time spent on religion decreased significantly. Church attendance in the US dropped from 42% to 30% of adults in the 1990s. There was also a decline in Europe, as many people distanced themselves from organised religions. Religious activities continue to decline. By 2023, Americans spent an average of just 3.6 minutes per day in church-related activities – about half of what it was in 2003. Many people rarely attend religious services, if at all. Socialising (bars/restaurants) In the 1950s, restaurant culture boomed. Thanks to rising incomes, bars, cafes and drive-ins became popular gathering places. People began spending more and more leisure time in restaurants and dance halls. Restaurants and bars remained popular, but the behaviour changed. While many visited drive-in diners in the 1960s and 70s, fast-food chains later dominated. However, spending on eating out increased steadily. Mixed trends: People today spend more on eating out than ever before. Nevertheless, the total time spent in social gatherings has decreased in recent decades. While restaurant visits are frequent, large social gatherings have become less common. Online activities Non-existent – no internet or digital media. People consumed radio, newspapers or, in the 1950s, television, but there was no ‘online time’. It was only in the 1990s that the internet began to take up time. In the 1990s, early internet users spent a few minutes to hours per week online, but it was still a niche activity. Digital Revolution: In 2023, people spend 6 hours 40 minutes online per day on average. 63% of the world population is online. Social media, streaming and mobile internet have fundamentally changed time use. Sources: Historical time use studies: The influence of social media on time use is increasingly being investigated. NBER, OECD, UNESCO, Pew Research, Gallup, American Time Use Survey (ATUS), Our World in Data Important references: Ramey (2009): Changes in working hours over decades Putnam (2000): Decline of social networks (Bowling Alone) Aguiar & Hurst (2007): Time use in Western countries Our World in Data (internet use, expansion of education, working hours) Pew Research: Change in family time and friendship interactions These data show how people's priorities have shifted over almost 100 years – from direct social interaction to more individual leisure activities and digital activities. Key trends and factors Increase in leisure time in relation to work Overall, people today work fewer hours than in the early 20th century, allowing more time for other activities. The average workweek dropped from about 50–60 hours 100 years ago to 35–40 hours in the mid-20th century and has since remained stable or declined slightly (Our World in Data). This long-term reduction in working hours – thanks to productivity gains, labour laws and automation – led to longer periods of education and more daily leisure time. Young people and older people in particular gained the most free time – young people because they stay in school longer instead of working early (NBER), and seniors because retirement became the norm. Working adults in their prime, on the other hand, experienced only a small increase in free time, as many people often spend their time scrolling through social media. (John Maynard Keynes's prediction of a 15-hour workweek never materialised). Rather, higher incomes meant that many worked just as long as before – because consumer desires often outweighed the desire for more free time (NBER). Expansion of education One of the most dramatic changes concerns the time people invest in formal education. In 1930, the majority of the world's population had only a few years of schooling, with many not even attending secondary school. Today, the average number of years of schooling has dramatically increased – most children complete secondary school and a large proportion go on to college. This means a massive shift in youth time: hours previously spent in child labour or entry-level jobs are now spent in classrooms and studying. In the United States, adolescents (ages 14–17) transitioned from a work-centred society to an education-centred society in the 20th century – almost all are now students (NBER). Globally, the rate of higher education rose from less than 10% in 1970 to around 40% in 2020 (Right to Education), meaning that millions of young adults now spend 3-6 years longer in educational institutions than before. The T drivers of this development: the use of apps and social media platforms has significantly changed the way we plan our time. Economic growth (a more highly qualified workforce is needed), political measures to promote education and social pressure to obtain academic qualifications are increasingly being reinforced by the influence of social media. Changing family and gender roles The way time is spent in families has changed significantly. In the mid-20th century, there was usually a clear division of labour: a male breadwinner, a female homemaker. Men spent a lot of time at work, while women spent a lot of time raising children and doing housework. Since the 2000s, this difference has been narrowing: women have taken on more paid work, while men have become more involved in childcare and housework (NBER). As a result, total family time is subject to constant tension. Despite the increasing employment of both parents, studies show that modern parents – especially educated ones – spend more time actively caring for their children than parents did in the 1960s (NBER). However, shared family time has decreased overall. Busy schedules and individual entertainment options mean that there are fewer shared meals and activities. One study found that families spend less than an hour a day together on average (Refocus Ministry). Influencing factors: More working mothers, smaller families, longer commuting times due to suburbanisation and the growing dominance of digital devices in everyday life. Social networking and community In the 1950s–70s, social networks in real life were very pronounced: regular visits to friends, close relationships with neighbours and strong participation in associations or religious groups were widespread. From the late 1990s and especially in the 21st century, a significant decline in social interactions began. For example, the number of meetings with friends in the US halved between the 1970s and 1990s (capita), and between 2003 and 2022, the time spent on personal friendship interactions fell by over 30% (The Atlantic). Participation in churches and clubs also fell dramatically. Instead, leisure time shifted towards individualised, domestic activities. The drivers of this development: First, television, which kept people at home in the evenings. Later, the internet and social media, which enabled virtual interactions and reduced the need for physical meetings. Social and demographic factors such as greater mobility, more single-person households and a change in social norms meant that traditional group meetings became less common, while scrolling through social media increased. As a result, time spent alone is at an all-time high – a significant change compared to previous generations (The Atlantic). Digital revolution in time use The internet is probably the biggest new factor influencing time use in the late 20th and early 21st century. Online activities now take up a huge proportion of the day. Before 1990, the time spent online was zero. Today, people spend an average of 6–7 hours a day online (Exploding Topics), which is fundamentally changing the way we use time. Time spent online replaces: Watching TV: Traditional TV viewing is declining. Sleep or reading: Screen time replaces other activities. Personal meetings: Many interactions are now digital instead of face-to-face. Social media in particular has transformed everyday life: in two decades, it has grown from a niche to a platform with billions of users. Young people spend more time in virtual worlds (streaming, gaming) than in physical leisure activities. Drivers of this development: technological innovations, affordable smartphones, fast internet and network effects that have made digital platforms a central part of work, education and social life. The result: a completely restructured daily routine – with an enormous amount of time spent in digital environments that did not exist for previous generations. Other notable trends Longer life expectancy: People are living longer, which means that more time is spent in retirement and leisure activities. Smaller households: Single households have become more common, which changes the social use of time – people who live alone naturally spend more time alone and less time on social activities on social media platforms. Commuting times: These increased in the late 20th century due to suburbanisation, but have recently decreased with the spread of home offices. More time for health and fitness: Sport and exercise play a greater role in everyday life as traditional physical work has decreased. Less volunteering: Participation in social Conclusion: The use of time has continuously shifted from communal activities (family meals, church, clubs) to more individual pursuits (digital media, education, personal hobbies). These changes are the result of economic development, technological progress, urbanisation, changing gender roles and cultural values. Each generation has new ways of managing their ‘time budgets’ – and the balance between work, education, family, community and leisure has been radically transformed from 1930 to 2024. FAQ: Digitisation, attention and manipulation Q: What is digitalisation in the context of self-determination and manipulation? A: Digitalisation describes the process of converting analogue information into digital formats. It affects almost all areas of our lives – including self-determination and manipulation. On the one hand, it enables us to make informed decisions and expand our access to knowledge. On the other hand, digital platforms harbour risks of manipulation – especially through social media, whose algorithms influence our perception. This creates a tension between the desire for self-determination and subtle control by external digital mechanisms. F: What is the attention economy in social media? A: The attention economy describes how companies compete for our limited attention. Platforms like Instagram, TikTok and YouTube are designed to keep users hooked for as long as possible. This is done through endless feeds, notifications and reward systems (likes, shares). This makes our attention more fragmented, as we focus less and less on a single task. Q: How do social media influence our behaviour? A: Social media has a profound influence on our behaviour by changing the way we communicate, make decisions and interact socially. On the one hand, they facilitate long-distance exchanges and provide access to information. On the other hand, algorithms, filter bubbles and targeted advertising influence what we see and how we react to it. The constant flood of information often leads to quick, impulsive reactions rather than considered decisions. Q: What are the psychological effects of social media? A: The effects are both positive and negative. On the one hand, social media can provide social support, a sense of belonging and serve as a platform for creativity. On the other hand, there are risks such as increased stress, comparisons with others, cyberbullying and anxiety. Particularly problematic are dopamine-driven reward systems, which can draw users into endless loops of likes and comments, making them addictive. F: Does social media destroy our concentration? A: There is evidence that social media use shortens our attention spans. Short, rapidly changing content trains our brains to absorb information in small chunks. This can make longer texts or concentrated work more difficult. However, the question of whether there is a ‘Flynn effect’ for attention (i.e. whether our ability to concentrate is actually decreasing) is controversial. F: What role do algorithms play in digital manipulation? A: Algorithms are at the heart of social media. They analyse our behaviour and decide what content we see. This is not done neutrally, but with the intention of keeping us on the platform for as long as possible. This can lead to a distortion of reality, as users are increasingly shown content that confirms their existing opinions (filter bubbles). As a result, our world view can change unconsciously without us perceiving alternative perspectives. Q: Why do we use social media at all? A: People are social beings. Social networks offer quick and easy communication, entertainment and information. However, many users stay online longer than planned – an effect that is reinforced by psychological mechanisms such as variable rewards (likes, comments, shares) and personalised content. These mechanisms make social media indispensable for many people, but at the same time they can lead to excessive use. Q: Can social media also have positive effects? A: Yes, social networks offer numerous positive aspects. They enable users to exchange ideas with like-minded people, access education and career opportunities, and can help to maintain social contacts. Movements for social justice or political change have also been strengthened by social media. What matters is how consciously we use them and whether we maintain control over our own behaviour. Q: How can we protect ourselves from digital manipulation? A: It is crucial to use digital media consciously. Here are some strategies: Reflective use: Question why a particular piece of content is displayed. Conscious selection of sources: Use reputable sources of information and don't rely solely on social media. Digital hygiene measures: disable push notifications, set time limits, take occasional ‘digital detox’ breaks. Diversity of perspectives: algorithms try to keep us in our comfort zone – actively seeking different points of view helps to maintain a more realistic view of the world. Q: How can I support my child in using social media consciously? A: Parents should teach their children at an early stage how to question digital content. Important measures: Set rules together (e.g. screen time, no use during meals). Set an example – parents who are constantly on their phones unconsciously encourage the same behaviour in their children. Have conversations about fake news and manipulation to encourage critical thinking. Emphasise the positive use of social media instead of just banning it. F: Is it really true that digital overstimulation is making it increasingly difficult for us to concentrate? A: Scientific studies show that digital distractions can affect our ability to concentrate deeply. Constant notifications and quickly switching between apps promote a fragmented thinking style. In the long term, this can lead to a lower tolerance for frustration and a declining ability to concentrate on longer tasks. At the same time, there are methods for training attention, for example through meditation, focused reading or deliberate breaks from digital media. Q: What impact does social media have on society? A: Social media has changed the way people interact with each other, consume information and organise themselves. Positive effects include rapid dissemination of information, mobilisation for social movements and new forms of community building. At the same time, there are negative effects, including echo chambers, fake news, radicalisation and the loss of direct social interaction. How strong these effects are depends on individual use and the regulation of the platforms. Q: How does social media affect the psyche? A: Studies show that excessive use of social media correlates with higher rates of depression, anxiety disorders and low self-esteem. Constantly comparing oneself with idealised representations of lives, bodies and successes can be psychologically stressful. Young people in particular are susceptible to the pressure to present a perfect image online. However, conscious and reflective use of social media can help to reduce negative effects.