对过度使用智能手机及其与在线课程设置中的其他学术相关变量关系的积极看法
Kevin S Kertechian1, Hussein N Ismail2
1ESSCA School of Management (Ecole Supérieure des Sciences Commerciales d'Angers), Angers, France.
Psychological reports
|June 13, 2023
概括
过度使用智能手机对在线学业表现产生了积极的影响,这与预期相反. 拖延显著影响智能手机习惯和学生的成功. 建议进行干预.
科学领域:
- 教育心理学教育心理学
- 行为科学 行为科学
- 数字学习数字学习
背景情况:
- 不断使用智能手机对学术界构成了全球性挑战.
- 了解过度使用智能手机,自我调节和拖延之间的相互作用对学生至关重要.
- 以前的研究经常强调负面影响,需要进一步调查细微的影响.
研究的目的:
- 调查过度使用智能手机,自我调节和拖延对学生在线学业成绩的影响.
- 关于这些因素,确定智能手机成和非成学生之间的差异.
- 探索拖延在智能手机使用和学业成绩中的调解作用.
主要方法:
- 这是一项涉及238名大学生的定量研究.
- 使用平均值比较来识别群体差异.
- 使用结构方程建模 (SEM) 来测试假设.
- 评估过度使用智能手机,自我调节,拖延和在线学术表现.
主要成果:
- 在成和非成的学生之间,在拖延,自我调节和每天使用智能手机的时间方面发现了显著的差异.
- 与常见的假设相反,过度使用智能手机对在线学业成绩产生了显著的积极影响.
- 拖延被确定为影响智能手机使用模式和在线学术成功的重要因素.
结论:
- 这些发现挑战了对智能手机使用的传统观点,认为智能手机使用仅仅是对学业成绩有害的.
- 拖延成为关键的行为因素,将智能手机习惯与学业成果联系起来.
- 结果表明需要有针对性的学术干预措施来解决拖延和有效管理智能手机使用.
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