Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6836431 | Computers in Human Behavior | 2016 | 9 Pages |
Abstract
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.
Keywords
Related Topics
Physical Sciences and Engineering
Computer Science
Computer Science Applications
Authors
Adi Salomon, Yifat Ben-David Kolikant,