儿童网络使用与学业成就:有调节的中介模型
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摘要
为探讨网络使用对学业成就的影响及其作用机制,从自我效能感理论的角度使用问卷对425名小学生进行调查。结果表明:(1)网络使用完全通过学习效能感的中介作用正向预测学业成就;(2)学习效能感中介作用受到开放性的调节,即在开放性高的个体中,学习效能感在网络使用与学业成就之间的中介效应不显著;在开放性低的个体中,学习效能在网络使用与学业成就之间有显著的中介效应。研究结果揭示了网络使用对学业成就的影响与作用机制,对家长、教育工作者根据儿童的个人特质对网络使用进行适度引导有启示意义。
Nowadays, the Internet has been popular all over the world and permeated people's daily lives. The online platforms help people get extensive information and expand their ideas. In the Internet age, people use Internet mainly for several purposes, such as searching, entertainment, accessing to information and social interaction. This is the case not only with adults, but children are also getting into the network. According to the Report on the Use of Children's Network in China, more than 50% children have accessed to the Internet in preschool. Therefore, many parents begin to worry about the negative effects of the Internet on their children, such as cyber violence, harmful information, online games addiction and so on. Nevertheless, the positive impacts of the Internet should also be highlighted. Researchers revealed that Internet can promote education justice because people of all genders, races, and income can use the Internet to study at any time and at any place. The vast information provided by Internet can provide individuals successful experience to enhance self-efficacy, which in turn may increase academic achievement. In addition, children may not be equally influenced by Internet environment. The organism-environment interaction mode also proposes that it is the dynamics of individual and environmental interactions that contribute to individuals' psychological and social adaptation. This study explored whether one of the big five personality factors(i.e., openness) would affect the use of children's network.To investigate the relationships among Internet use, learning efficacy, academic achievement and openness, a survey research method was adopted in which the Network Usage Questionnaire, Motivated Strategies for Learning Questionnaire, Five-factor Questionnaire for Chinese Adolescent Personality and student's academic record were administered to 425 pupils. Data were collected and analyzed with SPSS 20.0 and SPSS macro PROCESS. The results indicated:(1) There was no direct predictive effect of Internet use on academic achievement, but Internet use had an indirect effect on academic achievement through the mediation effect of learning efficacy.(2) Children's openness played a moderating role in the first half of the mediation path. For individuals with high openness, the mediating effect of learning efficacy was not significant, whereas this mediating effect was significant for individuals with low openness.These findings highlight the complex association between Internet use and academic achievement. Internet use enhances learning performance by providing a lot of information for people to gain a successful experience that improves their academic performance. Open-minded children love new things, and they are more likely to be addicted to online leisure and entertainment activities, which cannot improve learning efficacy. Therefore, parents and educators must respect the characteristics of children and guide them to use the network rationally.
Nowadays, the Internet has been popular all over the world and permeated people's daily lives. The online platforms help people get extensive information and expand their ideas. In the Internet age, people use Internet mainly for several purposes, such as searching, entertainment, accessing to information and social interaction. This is the case not only with adults, but children are also getting into the network. According to the Report on the Use of Children's Network in China, more than 50% children have accessed to the Internet in preschool. Therefore, many parents begin to worry about the negative effects of the Internet on their children, such as cyber violence, harmful information, online games addiction and so on. Nevertheless, the positive impacts of the Internet should also be highlighted. Researchers revealed that Internet can promote education justice because people of all genders, races, and income can use the Internet to study at any time and at any place. The vast information provided by Internet can provide individuals successful experience to enhance self-efficacy, which in turn may increase academic achievement. In addition, children may not be equally influenced by Internet environment. The organism-environment interaction mode also proposes that it is the dynamics of individual and environmental interactions that contribute to individuals' psychological and social adaptation. This study explored whether one of the big five personality factors(i.e., openness) would affect the use of children's network.To investigate the relationships among Internet use, learning efficacy, academic achievement and openness, a survey research method was adopted in which the Network Usage Questionnaire, Motivated Strategies for Learning Questionnaire, Five-factor Questionnaire for Chinese Adolescent Personality and student's academic record were administered to 425 pupils. Data were collected and analyzed with SPSS 20.0 and SPSS macro PROCESS. The results indicated:(1) There was no direct predictive effect of Internet use on academic achievement, but Internet use had an indirect effect on academic achievement through the mediation effect of learning efficacy.(2) Children's openness played a moderating role in the first half of the mediation path. For individuals with high openness, the mediating effect of learning efficacy was not significant, whereas this mediating effect was significant for individuals with low openness.These findings highlight the complex association between Internet use and academic achievement. Internet use enhances learning performance by providing a lot of information for people to gain a successful experience that improves their academic performance. Open-minded children love new things, and they are more likely to be addicted to online leisure and entertainment activities, which cannot improve learning efficacy. Therefore, parents and educators must respect the characteristics of children and guide them to use the network rationally.
引文
艾瑞咨询.(2015).2015年中国儿童网络使用报告.2015-05-28取自http://www.iresearch.com.cn/report/2383.html.
陈丹,程小雨.(2013).我国儿童数字化阅读接受模式研究.中国出版,3,53-59.
方杰,张敏强,邱皓政.(2012).中介效应的检验方法和效果量测量:回顾与展望.心理发展与教育,28(1),105-111.
雷浩,徐瑰瑰,邵朝友,桑金琰.(2015).教师关怀行为与学生学业成绩的关系:学习效能感的中介作用.心理发展与教育,31(2),188-197.
李宜霖,周宗奎,牛更枫.(2017).数字技术对个体的影响.心理科学进展,25(10),1799-1810.
沈彩霞,刘儒德,王丹.(2013).儿童网络行为与孤独感的关系--人格的调节效应.心理科学,36(5),1140-1145.
吴娜,黄璐,周宗奎.(2015).儿童互联网使用、学业成绩与父母监控的关系.中国心理学会发展心理专业委员会学术年会,长春.
温忠麟,叶宝娟.(2014).中介效应分析:方法和模型发展.心理科学进展,22(5),731-745.
邹泓,孙云晓.(2006).良好习惯缔造健康人格.北京:北京出版社.
周晖,钮丽丽,邹泓.(2000).中学生人格五因素问卷的编制.心理发展与教育,16(1),48-54.
邹容,周宗奎,田媛,张凤娟,魏华.(2016).稳定性与可变性:西方儿童青少年“大五”人格的发展.心理科学,39(4),914-920.
中国互联网络信息中心.(2017).第40次《中国互联网络发展状况统计报告》.2017-08-03取自http://www.cnnic.net.cn/hlwfzyj/hlwxzbg/hlwtjbg/201708/t20170803_69444.htm.
Anderson,D.R.,Huston,A.C.,Schmitt,K.L.,Linebarger,D.L.,&Wright,J.C.(2001).Early childhood television viewing and adolescent behavior:the recontact study.Monographs of the Society for Research in Child Development,66(1),1-147.
Anderson-Butcher,D.,Lasseigne,A.,Ball,A.,Brzozowski,M.,Lehnert,M.,&Mccormick,B.L.(2010).Adolescent weblog use:Risky or protective?Child and Adolescent Social Work Journal,27(1),63-77.
Bandura,A.(1982).Self-efficacy mechanism in human agency.American Psychologist,37(2),122-147.
Bandura,A.(1994).Self-efficacy.In V.S.Ramachaudran(Ed.),Encyclopedia of human behavior(pp.71-81).New York:Academic Press.
Bruck,C.S.,&Allen,T.D.(2003).The relationship between big five personality traits,negative affectivity,type A behavior,and work-family conflict.Journal of Vocational Behavior,63(3),457-472.
Blumer,T.,&D?ering,N.(2012).Are we the same online?The expression of the five factor personality traits on the computer and the internet.Cyberpsychology,6(3),5.
Caprara,G.V.,Vecchione,M.,Alessandri,G.,Gerbino,M.,&Barbaranelli,C.(2011).The contribution of personality traits and self-efficacy beliefs to academic achievement:A longitudinal study.British Journal of Educational Psychology,81(1),78-96.
Hayes,A.F.(2012).PROCESS:A versatile computational tool for observed variable mediation,moderation,and conditional process modeling.Retrieved from http://www.afhayes.com/public/process2012.pdf.
Haddadain,F.,Abedin,A.,&Monirpoor,N.(2010).Appraisal of personality,family structure and gender in predicting problematic use of internet.Procedia-Social and Behavioral Sciences,5,850-854.
Jackson,L.A.,von Eye,A.,Biocca,F.A.,Barbatsis,G.,Zhao,Y.,&Fitzgerald,H.E.(2006).Does home internet use influence the academic performance of lowincome children?Developmental Psychology,42(3),429-435.
Jani,D.,Jang,J.H.,&Hwang,Y.H.(2014).Big five factors of personality and tourists'internet search behavior.Asia Pacific Journal of Tourism Research,19(5),600-615.
Jenkins-Guarnieri,M.A.,Wright,S.L.,&Hudiburgh,L.M.(2012).The relationships among attachment style,personality traits,interpersonal competency,and Facebook use.Journal of Applied Developmental Psychology,33(6),294-301.
Komarraju,M.,&Nadler,D.(2013).Self-efficacy and academic achievement:Why do implicit beliefs,goals,and effort regulation matter?Learning and Individual Differences,25,67-72.
Kuss,D.J.,van Rooij,A.J.,Shorter,G.W.,Griffiths,M.D.,&van de Mheen,D.(2013).Internet addiction in adolescents:Prevalence and risk factors.Computers in Human Behavior,29(5),1987-1996.
Lerner,R.M.,Lerner,J.V.,Almerigi,J.,&Theokas,C.(2006).Dynamics of individual←→context relations in human development:A developmental systems perspective.In J.C.Thomas,D.L.Segal,&M.Hersen(Eds.),Comprehensive handbook of personality and psychopathology.Personality and everyday functioning(pp.23-43).Hoboken,NJ,US:John Wiley&Sons Inc.
Lenhart,A.,Lewis,O.,&Rainie,L.(2001).Teenage life online.Retrieved from http://www.pewinternet.org/pdfs/PIP_Teens_Report.pdf.
MacPhee,D.,Farro,S.,&Canetto,S.S.(2013).Academic self-efficacy and performance of underrepresented stem majors:Gender,ethnic,and social class patterns.Analyses of Social Issues and Public Policy,13(1),347-369.
Mark,G.,&Ganzach,Y.(2014).Personality and internet usage:A large-scale representative study of young adults.Computers in Human Behavior,36,274-281.
Papastylianou,A.(2013).Relating on the internet,personality traits and depression:Research and implications.European Journal of Counselling Psychology,2(1),65-78.
Pintrich,P.R.,Smith,D.A.F.,Garcia,T.,&Mckeachie,W.J.(1993).Reliability and predictive validity of the motivated strategies for learning questionnaire(Mslq).Educational and Psychological Measurement,53(3),801-813.
Rahmani,S.,&Lavasani,M.G.(2011).The relationship between internet dependency with sensation seeking and personality.Procedia-Social and Behavioral Sciences,30,272-277.
Sparrow,B.,Liu,J.,&Wegner,D.M.(2011).Google effects on memory:Cognitive consequences of having information at our fingertips.Science,333(6043),776-778.
Sitzmann,T.,&Yeo,G.(2013).A meta-analytic investigation of the within-person self-efficacy domain:Is self-efficacy a product of past performance or a driver of future performance?Personnel Psychology,66(3),531-568.
Tuten,T.L.,&Bosnjak,M.(2001).Understanding differences in web usage:The role of need for cognition and the five factor model of personality.Social Behavior and Personality:An International Journal,29(4),391-398.
陈丹,程小雨.(2013).我国儿童数字化阅读接受模式研究.中国出版,3,53-59.
方杰,张敏强,邱皓政.(2012).中介效应的检验方法和效果量测量:回顾与展望.心理发展与教育,28(1),105-111.
雷浩,徐瑰瑰,邵朝友,桑金琰.(2015).教师关怀行为与学生学业成绩的关系:学习效能感的中介作用.心理发展与教育,31(2),188-197.
李宜霖,周宗奎,牛更枫.(2017).数字技术对个体的影响.心理科学进展,25(10),1799-1810.
沈彩霞,刘儒德,王丹.(2013).儿童网络行为与孤独感的关系--人格的调节效应.心理科学,36(5),1140-1145.
吴娜,黄璐,周宗奎.(2015).儿童互联网使用、学业成绩与父母监控的关系.中国心理学会发展心理专业委员会学术年会,长春.
温忠麟,叶宝娟.(2014).中介效应分析:方法和模型发展.心理科学进展,22(5),731-745.
邹泓,孙云晓.(2006).良好习惯缔造健康人格.北京:北京出版社.
周晖,钮丽丽,邹泓.(2000).中学生人格五因素问卷的编制.心理发展与教育,16(1),48-54.
邹容,周宗奎,田媛,张凤娟,魏华.(2016).稳定性与可变性:西方儿童青少年“大五”人格的发展.心理科学,39(4),914-920.
中国互联网络信息中心.(2017).第40次《中国互联网络发展状况统计报告》.2017-08-03取自http://www.cnnic.net.cn/hlwfzyj/hlwxzbg/hlwtjbg/201708/t20170803_69444.htm.
Anderson,D.R.,Huston,A.C.,Schmitt,K.L.,Linebarger,D.L.,&Wright,J.C.(2001).Early childhood television viewing and adolescent behavior:the recontact study.Monographs of the Society for Research in Child Development,66(1),1-147.
Anderson-Butcher,D.,Lasseigne,A.,Ball,A.,Brzozowski,M.,Lehnert,M.,&Mccormick,B.L.(2010).Adolescent weblog use:Risky or protective?Child and Adolescent Social Work Journal,27(1),63-77.
Bandura,A.(1982).Self-efficacy mechanism in human agency.American Psychologist,37(2),122-147.
Bandura,A.(1994).Self-efficacy.In V.S.Ramachaudran(Ed.),Encyclopedia of human behavior(pp.71-81).New York:Academic Press.
Bruck,C.S.,&Allen,T.D.(2003).The relationship between big five personality traits,negative affectivity,type A behavior,and work-family conflict.Journal of Vocational Behavior,63(3),457-472.
Blumer,T.,&D?ering,N.(2012).Are we the same online?The expression of the five factor personality traits on the computer and the internet.Cyberpsychology,6(3),5.
Caprara,G.V.,Vecchione,M.,Alessandri,G.,Gerbino,M.,&Barbaranelli,C.(2011).The contribution of personality traits and self-efficacy beliefs to academic achievement:A longitudinal study.British Journal of Educational Psychology,81(1),78-96.
Hayes,A.F.(2012).PROCESS:A versatile computational tool for observed variable mediation,moderation,and conditional process modeling.Retrieved from http://www.afhayes.com/public/process2012.pdf.
Haddadain,F.,Abedin,A.,&Monirpoor,N.(2010).Appraisal of personality,family structure and gender in predicting problematic use of internet.Procedia-Social and Behavioral Sciences,5,850-854.
Jackson,L.A.,von Eye,A.,Biocca,F.A.,Barbatsis,G.,Zhao,Y.,&Fitzgerald,H.E.(2006).Does home internet use influence the academic performance of lowincome children?Developmental Psychology,42(3),429-435.
Jani,D.,Jang,J.H.,&Hwang,Y.H.(2014).Big five factors of personality and tourists'internet search behavior.Asia Pacific Journal of Tourism Research,19(5),600-615.
Jenkins-Guarnieri,M.A.,Wright,S.L.,&Hudiburgh,L.M.(2012).The relationships among attachment style,personality traits,interpersonal competency,and Facebook use.Journal of Applied Developmental Psychology,33(6),294-301.
Komarraju,M.,&Nadler,D.(2013).Self-efficacy and academic achievement:Why do implicit beliefs,goals,and effort regulation matter?Learning and Individual Differences,25,67-72.
Kuss,D.J.,van Rooij,A.J.,Shorter,G.W.,Griffiths,M.D.,&van de Mheen,D.(2013).Internet addiction in adolescents:Prevalence and risk factors.Computers in Human Behavior,29(5),1987-1996.
Lerner,R.M.,Lerner,J.V.,Almerigi,J.,&Theokas,C.(2006).Dynamics of individual←→context relations in human development:A developmental systems perspective.In J.C.Thomas,D.L.Segal,&M.Hersen(Eds.),Comprehensive handbook of personality and psychopathology.Personality and everyday functioning(pp.23-43).Hoboken,NJ,US:John Wiley&Sons Inc.
Lenhart,A.,Lewis,O.,&Rainie,L.(2001).Teenage life online.Retrieved from http://www.pewinternet.org/pdfs/PIP_Teens_Report.pdf.
MacPhee,D.,Farro,S.,&Canetto,S.S.(2013).Academic self-efficacy and performance of underrepresented stem majors:Gender,ethnic,and social class patterns.Analyses of Social Issues and Public Policy,13(1),347-369.
Mark,G.,&Ganzach,Y.(2014).Personality and internet usage:A large-scale representative study of young adults.Computers in Human Behavior,36,274-281.
Papastylianou,A.(2013).Relating on the internet,personality traits and depression:Research and implications.European Journal of Counselling Psychology,2(1),65-78.
Pintrich,P.R.,Smith,D.A.F.,Garcia,T.,&Mckeachie,W.J.(1993).Reliability and predictive validity of the motivated strategies for learning questionnaire(Mslq).Educational and Psychological Measurement,53(3),801-813.
Rahmani,S.,&Lavasani,M.G.(2011).The relationship between internet dependency with sensation seeking and personality.Procedia-Social and Behavioral Sciences,30,272-277.
Sparrow,B.,Liu,J.,&Wegner,D.M.(2011).Google effects on memory:Cognitive consequences of having information at our fingertips.Science,333(6043),776-778.
Sitzmann,T.,&Yeo,G.(2013).A meta-analytic investigation of the within-person self-efficacy domain:Is self-efficacy a product of past performance or a driver of future performance?Personnel Psychology,66(3),531-568.
Tuten,T.L.,&Bosnjak,M.(2001).Understanding differences in web usage:The role of need for cognition and the five factor model of personality.Social Behavior and Personality:An International Journal,29(4),391-398.