中小学生互联网使用偏好与学习成绩关系的研究
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摘要
目的探讨中小学生互联网使用偏好、信息技能与学习成绩之间的关系,为学校和家庭教育提供参考。方法采用中小学生互联网使用偏好问卷和中小学生信息技能评估问卷对1280名小学四年级到初二的中小学生进行施测,并取得他们的学校期末考试成绩。结果互联网使用的信息获得偏好可以正向预测中小学生的语文(B=0.163,P<0.01)、英语成绩(B=0.153,P<0.01),娱乐偏好则负向预测青少年的语文(B=-0.167,P<0.01)、英语(B=-0.202,P<0.01)、数学成绩(B=-0.161,P<0.01)。信息获得偏好可以通过信息技能的中介作用对语文、英语成绩产生正向影响,娱乐偏好可以通过信息技能的部分中介作用对语文、英语、数学成绩产生负向影响。结论要合理看待和引导中小学生的互联网使用,使用互联网时从事不同内容的活动,会导致积极的和消极的两种不同的结果。
Objective To investigate the relationship between students' Internet use preference and their academic achievement, and to provide reference for school and family education. Methods A sample of 1280 students were assessed by Primary and Secondary School Students' Internet Use Preference Questionnaire, Primary and Secondary School Students' Information Skills Evaluation Questionnaire, and their school final exam results. Results Internet information acquisition preference had positive effect on Chinese(B =0. 163, P <0. 01), English( B = 0. 153, P <0. 01) achievements. Recreational preference had negative effect on students' Chinese( B =-0. 167, P<0. 01), English(B =-0.202, P<0.01), math(B=-0.161, P<0.01) achievements. Information skills showed mediation effect on the relationship among information acquisition preference and Chinese, English achievements. Information skills showed part(?)ally mediation effect on the relationship among recreational preference and Chinese, English, math achievements. Conclusion Rational view and guidance should be established for students' Internet using, different internet usage patterns will lead to positive or negative results.
Objective To investigate the relationship between students' Internet use preference and their academic achievement, and to provide reference for school and family education. Methods A sample of 1280 students were assessed by Primary and Secondary School Students' Internet Use Preference Questionnaire, Primary and Secondary School Students' Information Skills Evaluation Questionnaire, and their school final exam results. Results Internet information acquisition preference had positive effect on Chinese(B =0. 163, P <0. 01), English( B = 0. 153, P <0. 01) achievements. Recreational preference had negative effect on students' Chinese( B =-0. 167, P<0. 01), English(B =-0.202, P<0.01), math(B=-0.161, P<0.01) achievements. Information skills showed mediation effect on the relationship among information acquisition preference and Chinese, English achievements. Information skills showed part(?)ally mediation effect on the relationship among recreational preference and Chinese, English, math achievements. Conclusion Rational view and guidance should be established for students' Internet using, different internet usage patterns will lead to positive or negative results.
引文
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[2]Young K.Toward a model for the study of children's informal Intemel use[J].Computers in Human Behavior,2008,24(2):173-184.
[3]McCarrick K,Li X.Buried Treasure:The Impact of Computer Use on Young Children's Social,Cognitive,Language Development and Motivation[J].AACE J,2007,15(1):73-95.
[4]Johnson GM.Cognitive processing differences between frequent and infrequent Internet users[J].Computers in Human Behavior,2008,24(5):2094-2106.
[5]Souza BCD,Silva LXDLE,Roazzi A.MMORPGS and cognitive performance:a study with 1280 Brazilian high school students[J].Computers in Human Behavior,2010,26(6):1564-1573.
[6]Jackson LA,Von Eye A,Fitzgerald HE,et al.Internet use,videogame playing and cell phone use as predictors of children's body mass index(BMI),body weight,academic performance,and social and overall self-esteem[J].Computers in Human Behavior,2011,27(1):599-604.
[7]Demir I,Kilic S.Effects of computer use on students'mathematics achievement in Turkey[J].Procedia-Social and Behavioral Sciences,2009,1(1):1802-1804.
[8]Nvdal F.Home-PC usage and achievement in English[J].Computers&Education,2007,49(4):1112-1121.
[9]Gil-Flores J,Torres-Gordillo JJ,Perera Rodríguez VH.The role of online reader experience in explaining students'performance in digital reading[J].Computers&Education,2012,59(2):653-660.
[10]Wittwer J,Senkbeil M.Is students'computer use at home related to their mathematical performance at school[J].Computers&Education,2008,50(4):1558-1571.
[11]OECD.Are students ready for a technology-rich world?What PISA studies tell us[EB/OL].(2007-09-25)[2016-05-21].http://www.oecd.org/dataoecd/28/4/35995145.pdf.
[12]Cox M,Abbott C,Webb M,et al.A review of the research literature relating to ICT and attainment A review of the research literature relating to ICT and attainment[EB/OL].(2007-09-25)[2016-05-21].http://www.becta.org.uk/page_documents/research/ict_attainment04.pdf.
[13]李宏利,刘惠军.互联网与青少年思维发展[J].首都师范大学学报:社会科学版,2004,161(6):108-112.
[14]程建伟,刘华山.中小学生互联网使用偏好量表的编制[J].中国健康心理学杂志,2010,18(5):625-627.
[15]程建伟,刘华山.中小学生信息技能评估体系的建立与检验[J].中国电化教育,2008,257(6):22-27.
[16]温忠麟,侯杰泰,张雷.调节效应与中介效应的比较和应用[J].心理学报,2005,37(2):268-274.
[17]方杰,张敏强,邱皓政.中介效应的检验方法和效果量测量:回顾与展望[J].心理发展与教育,2012(1):105-111.
[18]Kirschner PA,Karpinski AC.Facebook and academic performance[J].Computers in Human Behavior,2010,26(6):1237-1245.
[19]Junco R.Too much face and not enough books:the relationship between multiple indices of Facebook use and academic performance[J].Computers in Human Behavior,2011,28(1):187-198.
[20]Lepp A,Barkley JE,Karpinski AC.The relationship between cell phone use,academic performance,anxiety,and satisfaction with life in college students[J].Computers in Human Behavior,2014,31(1):343-350.
[21]林崇德.发展心理学[M].杭州:浙江教育出版社,2002:311-312.
[22]Zhu YQ,Chen LY,Chen HG,et al.How does Internet information seeking help academic performance[J].Computers&Education,2011,57(4):2476-2484.