互联网使用,成就和坚持数字任务之间的关系
Francesca Borgonovi1,2, Elodie Andrieu3
1Social Research Institute, Institute of Education, University College London, London, United Kingdom.
Journal of adolescence
|April 13, 2025
概括
高度的互联网使用与学生在数字任务中的初始准确性较低有关,但不影响持久性. 基于这项研究,人们对因互联网使用而减少焦点的担忧似乎毫无根据.
科学领域:
- 教育技术的教育技术
- 认知心理学 认知心理学
- 数字识字数字识字
背景情况:
- 越来越多的人对数字任务的依赖,需要强大的认知能力.
- 人们担心高连接设备使用对年轻人持续关注和精确完成复杂的在线任务的影响.
研究的目的:
- 调查互联网使用频率与15岁学生在认知上具有挑战性的数字任务中的准确性之间的关系.
- 评估互联网使用是否会影响在长时间认知评估期间保持准确性.
主要方法:
- 在2018年国际学生评估计划 (PISA) 中,利用了来自27个国家的153,603名学生的数据.
- 分析了学生自我报告的互联网使用频率与他们在阅读,数学和科学评估中的绩效准确性之间的相关性.
- 在2小时的评估期内,与互联网使用模式相关的检查准确度下降.
主要成果:
- 与中度用户相比,在所有评估领域中,使用互联网非常高或非常低的学生表现出较低的基线准确性.
- 在评估期间,互联网使用频率与数学和科学任务的准确性下降无关.
- 随着时间的推移,高互联网用户在阅读任务的准确性下降较小,与中等和低用户相比.
结论:
- 这项研究表明,对互联网使用的恐惧减少了年轻人对认知任务的坚持,这些数据没有支持.
- 高水平的互联网参与与数字认知任务的初始精度较低有关,但不一定与持续性能降低有关.
相关概念视频
01:37Social Loafing
34.4K
Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated,...
34.4K
02:45Self-Discrepancy Theory
18.2K
One influential perspective on what motivates people's behavior is detailed in Tory Higgin's self-discrepancy theory (Higgins, 1987). He proposed that people hold disagreeing internal representations of themselves that lead to different emotional states.
18.2K
01:30Information Processing Approach
19
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
19
03:00Self-Evaluation: Self-Enhancement and Self-Verification
5.1K
Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
5.1K
02:05Self-Presentation: Self-Monitoring and Self-Handicapping
38.6K
People can go to great lengths to protect their self-image and present themselves in ways that they want others to see them. Sociologist Erving Goffman presented the idea that a person is like an actor on a stage. Calling his theory dramaturgy, Goffman believed that we use “impression management” to present ourselves to others as we hope to be perceived. Each situation is a new scene, and individuals perform different roles depending on who is present (Goffman, 1959). Think about...
38.6K
01:27Secondary Motives: Power Motivation and Achievement Motivation
82
Power motivation and achievement motivation are two essential social motives identified by psychologist David McClelland. These motives influence behavior in various personal and professional contexts, shaping how individuals interact with others and pursue their goals.
Power motivation is characterized by the desire to influence, control, or have an impact on others. It is shaped by an individual's experiences, social environment, and cultural context. People with high power motivation are...
Power motivation is characterized by the desire to influence, control, or have an impact on others. It is shaped by an individual's experiences, social environment, and cultural context. People with high power motivation are...
82