分享,点赞,冲浪,不学习!会计科学专业学生的网络闲逛

A. M. Meurer, Flaviano Costa
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引用次数: 1

摘要

摘要本研究以网络闲逛行为影响学习过程的可能性为导向,分析了会计学专业学生在课堂上个人使用互联网和技术设备进行网络闲逛行为的先例和后果。尽管有各种各样的证据表明这种行为的重要性和对个体不同生活环境的影响,但很少有关于这种行为的先例和后果的联合讨论。因此,这些变量代表了一个有趣的主题,以了解它们对学生的影响。网络闲逛行为与学生的学习成绩、学习经历和情绪状态有关,因此了解其先例和后果是相关的。本文从理论、实践和社会三个方面讨论了本研究的意义。应该促进个人和有意识地使用互联网和技术设备,以便在学生居住的环境中为个人和组织层面提供收益。通过对来自巴西不同地区的学生进行的在线调查,我们将结构方程模型应用于404个有效参与。个人的先例,如需要与朋友联系,对网络闲逛行为产生更大的影响。学术上的先例,如课堂上使用的材料的质量,也与网络闲逛行为有显著的关系。网络闲逛的后果包括上课和学术会议迟到,拖延学术活动的执行,并使自己与朋友和家人隔绝。这些因素表明,网络闲逛是个人所处环境的结果,它对学生的生活有不同的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Sharing, liking, surfing, and not studying! Cyberloafing by Accounting Sciences students
Abstract Guided by the possibility of the learning process being affected by cyberloafing behavior, this study analyzed the precedents and consequences of engagement in cyberloafing behavior by Accounting Sciences students based on personal use of the internet and technological devices in the classroom. There is little joint discussion about the precedents and consequences of this behavior, despite the diverse evidence of its importance and influence over the individuals’ different living environments. Thus, these variables represent a topic of interest to understand their effects over students. Cyberloafing behavior has been linked to academic performance, learning experiences, and the emotional state of students, and so it is pertinent to understand its precedents and consequences. The implications of the research are discussed in theoretical, practical, and social terms. The personal and conscious use of the internet and technological devices should be promoted in order to provide gains both at the individual and at the organizational level in the environment the student inhabits. Structural equation modeling was applied to 404 valid participations obtained through an online survey conducted with students from different regions of Brazil. The personal precedents, such as the need for contact with friends, exert a greater effect over cyberloafing behavior. The academic precedents, such as the quality of the materials used in the classes, also presented a significant relationship with cyberloafing behavior. The consequences related with cyberloafing consisted of arriving late to class and academic meetings, procrastinating in the execution of academic activities, and isolating oneself from friends and family. These elements show that cyberloafing is the result of the environment the individual inhabits and that it has different consequences in the student’s life.
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