信息通信技术的调解作用学习信心和技术在执行职能和数字技能之间的压力
Cintia Bali1,2, Zsuzsanna Feher3, Nikolett Arato4
1Faculty of Humanities and Social Sciences, Institute of Psychology, University of Pécs, 6 Ifjusag Street, Pecs, 7624, Hungary. bali.cintia@pte.hu.
Scientific reports
|May 29, 2024
概括
像认知控制和灵活性这样的执行功能 (EF) 与数字技能有关. 情绪因素,如学习信心和压力,调解这些联系,影响计算机和智能手机的熟练程度.
科学领域:
- 认知心理学 认知心理学
- 人与计算机的交互
- 教育技术的教育技术
背景情况:
- 数字技能在现代社会中至关重要,但潜在的认知因素尚未得到充分理解.
- 执行职能 (EF) 对技能获取和适应至关重要,这表明在发展数字能力方面可能发挥作用.
- 环境影响可以通过对信息和通信技术 (ICT) 的情感反应来影响技术采用和技能发展.
研究的目的:
- 研究执行功能 (认知控制和灵活性) 和数字技能 (计算机和智能手机) 之间的关系.
- 检查情绪因素 (学习信心,压力,态度) 在EF和数字技能之间的关联中扮演的调解角色.
- 探索认知,情感和人口因素如何相互作用以影响数字技能获取.
主要方法:
- 对269名参与者进行了一项调查,评估了人口统计学变量,ICT动机,数字技能,EF和与技术相关的情绪.
- 进一步评估了EF使用两个基于绩效的措施.
- 用通用线性模型和结构方程建模来分析变量之间的关联.
主要成果:
- 自我报告的认知灵活性积极预测了智能手机技能,通过ICT学习信心和减少技术引起的压力来调解.
- 自我报告的认知控制和年龄与智能手机技能直接相关.
- 自我报告的认知灵活性与通过ICT学习信心的计算机技能有关.
- 基于表现的认知控制和高等教育水平与计算机技能直接相关.
结论:
- 认知功能,特别是认知灵活性和控制,是数字技能的重要预测因素.
- 情绪因素在发展数字技能方面发挥着关键的调解作用,突出了信心和压力管理的重要性.
- 研究结果为设计有针对性的干预措施和培训计划提供了见解,以提高不同年龄组和教育背景的数字素养.
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