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首页> 外文期刊>Computers in Human Behavior >High-school students' perceptions of the effects of non-academic usage of ICT on their academic achievements
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High-school students' perceptions of the effects of non-academic usage of ICT on their academic achievements

机译：高中生对非学术使用ICT对他们学业成绩的影响的看法

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摘要

We investigated high-school students' perceptions of the relationship between non-academic information and communications technology (NA-ICT) use and academic achievements. A sample of 533 Israeli students responded to surveys on ICT use habits, achievements, and the relationship between the two. A negative correlation between reported NA-ICT use time and reported scores was found. The idea of the negative effect of NA-ICT use on achievements was accepted by the majority of students, regardless of their academic achievements. However, when asked about the effect that reducing NA-ICT use time might have on their own grades, the majority of students found on the middle levels of the school performance scale appeared to believe that limiting NA-ICT usage will help them improve their grades. In contrast, students found on both ends of the scale (high-achieving and low-achieving alike) did not necessarily see a decrease in NA-ICT usage as beneficial. We discuss a possible explanation relying on Covington's (1992) Self Esteem Theory and the entailed practical implications of our study. (C) 2016 Elsevier Ltd. All rights reserved.
机译：我们调查了高中生对非学术信息和通信技术（NA-ICT）使用与学术成就之间关系的看法。抽样调查的533名以色列学生对ICT使用习惯，成就以及两者之间的关系进行了调查。发现报告的NA-ICT使用时间与报告的分数之间呈负相关。不论学生的学业成绩如何，使用NA-ICT对成绩产生负面影响的想法已为大多数学生所接受。但是，当被问及减少NA-ICT使用时间可能会对自己的成绩产生影响时，在学校成绩量表的中层发现的大多数学生似乎都认为限制NA-ICT的使用将有助于他们提高成绩。相反，在量表的两端（高成就和低成就都一样）发现的学生并不一定认为减少NA-ICT的使用是有益的。我们根据Covington（1992）的自尊理论讨论了一种可能的解释，并涉及了我们研究的实际意义。 （C）2016 Elsevier Ltd.保留所有权利。

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