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高中教师对希腊青少年学生互联网成及相关因素的认识
Nikolaos Vlachopoylos1,2, Aikaterinh E Mantadaki3, Evangelia Moyrelloy4
1Health Care Research Network of the Aristotle University of Thessaloniki, Greece.
Current health sciences journal
|November 20, 2025
概括
教师的互联网成 (IA) 评分很低,但需要更多的数字素养培训. 关于合理使用互联网的讨论与较低的IA有关,重点是教师.
科学领域:
- 教育心理学教育心理学
- 数字健康数字健康
- 技术社会学技术的社会学.
背景情况:
- 越来越多的人对互联网成 (IA) 的担忧,需要了解教育工作者的观点.
- 教师对互联网的熟悉以及他们对学生数字习惯的看法对于干预至关重要.
- 评估教师的知识和个人互联网使用模式,可以了解他们对数字福祉的作用.
研究的目的:
- 评估高中教师对互联网成 (IA) 的认识和熟悉程度.
- 调查教师的个人互联网使用模式和他们对学生在线行为的看法.
- 探索影响教师与学生关于合理使用互联网的讨论的因素.
主要方法:
- 在希腊克里特岛对349名高中教师进行了横截面调查.
- 通过对互联网使用,习惯和IA评估进行结构化问卷调查收集的数据.
- 用回归分析来检查变量之间的关系,包括IA分数和关于合理使用互联网的讨论.
主要成果:
- 教师报告了较低的互联网成 (IA) 平均得分 (36.3±14.2),好奇心是最常见的IA相关反应.
- 关于合理使用互联网的讨论在女教师,有更多经验的教师和IA分数较低的教师中更为普遍.
- 讨论合理使用互联网的教师表现出明显较低的IA分数 (β=-6.62,p<0.001).
结论:
- 高中教师与互联网使用有着复杂的关系,互联网成水平普遍较低.
- 教师在促进健康的数字生活方式方面发挥着至关重要的作用,强调需要提高数字素养和互联网安全培训.
- 干预措施应侧重于为教师提供知识和技能,以引导学生对互联网负责任的参与.
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