A model proposal explaining the influence of smartphone addiction related factors on high school students’ academic success

IF 4.8 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Engin Kutluay, Feride Karaca
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Abstract

An exploratory sequential mixed-method study is designed to develop and test a comprehensive model explaining the relationships between factors associated with smartphone addiction and high school students’ academic achievement. Involving two main phases of qualitative and quantitative, focus group discussions with high school students and interviews with teachers were conducted in the first phase, both to decide on the factors and to reveal the relationships between the factors in the model. According to the qualitative results, the most important factors were found as social media usage, cyberloafing, academic procrastination, external and internal academic locus of control. Then, a hypothesis model involving these factors was developed to explain high school students' academic achievement. Obtained from 410 high school students, quantitative data are collected online by the use of some scales measuring the factors included in the model. Using the path analysis method, the hypothesis model was tested, and it was observed that the model fit the data well. As a result, the factors that most influence academic achievement were found as duration of social media usage, external academic locus of control, smartphone addiction, internal academic locus of control, academic procrastination, and cyberloafing respectively. The uniqueness of the presented model in this research is believed to lie in its holistic perspective on the relationships between smartphone addiction and related factors, and their effects on academic achievement. Looking from a big picture, this model is expected to provide a roadmap for practitioners and decision-makers in terms of how to improve students’ academic achievement.

Abstract Image

解释智能手机成瘾相关因素对高中生学业成功影响的模型提案
本研究采用探索性顺序混合方法,旨在建立并检验一个综合模型,解释智能手机成瘾相关因素与高中生学业成绩之间的关系。研究分为定性和定量两个主要阶段,第一阶段对高中生进行了焦点小组讨论,并对教师进行了访谈,以确定模型中的因素并揭示各因素之间的关系。定性结果显示,最重要的因素是社交媒体使用、网络闲逛、学业拖延、外部和内部学业控制点。然后,建立了一个包含这些因素的假设模型来解释高中生的学业成绩。研究人员从 410 名高中生中收集了定量数据,并使用一些量表对模型中的因素进行测量。使用路径分析方法对假设模型进行了检验,结果表明该模型与数据拟合良好。结果发现,对学业成绩影响最大的因素分别是使用社交媒体的持续时间、外部学业控制力、智能手机成瘾、内部学业控制力、学业拖延和网络懒惰。本研究提出的模型的独特之处在于,它从整体的角度来看待智能手机成瘾与相关因素之间的关系,以及它们对学业成绩的影响。从大局出发,该模型有望为从业者和决策者提供如何提高学生学业成绩的路线图。
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来源期刊
Education and Information Technologies
Education and Information Technologies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.00
自引率
12.70%
发文量
610
期刊介绍: The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments. The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts.  The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
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