摘要
为探讨网络使用对学业成就的影响及其作用机制,从自我效能感理论的角度使用问卷对425名小学生进行调查。结果表明:(1)网络使用完全通过学习效能感的中介作用正向预测学业成就;(2)学习效能感中介作用受到开放性的调节,即在开放性高的个体中,学习效能感在网络使用与学业成就之间的中介效应不显著;在开放性低的个体中,学习效能在网络使用与学业成就之间有显著的中介效应。研究结果揭示了网络使用对学业成就的影响与作用机制,对家长、教育工作者根据儿童的个人特质对网络使用进行适度引导有启示意义。
Nowadays, the Internet has been popular all over the world and permeated people’s daily lives. The online platforms help people get extensive information and expand their ideas. In the Internet age, people use Internet mainly for several purposes, such as searching, entertainment, accessing to information and social interaction. This is the case not only with adults, but children are also getting into the network. According to the Report on the Use of Children’s Network in China, more than 50% children have accessed to the Internet in preschool. Therefore, many parents begin to worry about the negative effects of the Internet on their children, such as cyber violence, harmful information, online games addiction and so on. Nevertheless, the positive impacts of the Internet should also be highlighted. Researchers revealed that Internet can promote education justice because people of all genders, races, and income can use the Internet to study at any time and at any place. The vast information provided by Internet can provide individuals successful experience to enhance self-efficacy, which in turn may increase academic achievement. In addition, children may not be equally influenced by Internet environment. The organism-environment interaction mode also proposes that it is the dynamics of individual and environmental interactions that contribute to individuals’ psychological and social adaptation. This study explored whether one of the big five personality factors(i.e., openness) would affect the use of children’s network.To investigate the relationships among Internet use, learning efficacy, academic achievement and openness, a survey research method was adopted in which the Network Usage Questionnaire, Motivated Strategies for Learning Questionnaire, Five-factor Questionnaire for Chinese Adolescent Personality and student’s academic record were administered to 425 pupils. Data were collected and analyzed with SPSS 20.0 and SPSS macro PROCESS. The results indicated:(1) There was no direct predictive effect of Internet use on academic achievement, but Internet use had an indirect effect on academic achievement through the mediation effect of learning efficacy.(2) Children’s openness played a moderating role in the first half of the mediation path. For individuals with high openness, the mediating effect of learning efficacy was not significant, whereas this mediating effect was significant for individuals with low openness.These findings highlight the complex association between Internet use and academic achievement. Internet use enhances learning performance by providing a lot of information for people to gain a successful experience that improves their academic performance. Open-minded children love new things, and they are more likely to be addicted to online leisure and entertainment activities, which cannot improve learning efficacy. Therefore, parents and educators must respect the characteristics of children and guide them to use the network rationally.
作者
董柔纯
周宗奎
刘庆奇
张冬静
雷玉菊
郭晨
Dong Rouchun;Zhou Zongkui;Liu Qingqi;Zhang Dongjing;Lei Yuju;Guo Chen(Key Laboratory of Adolescent Cyberpsychology and Behavior(CCNU),Ministry of Education,Wuhan,430079;School of Psychology,Central China Normal University,Wuhan,430079;School of Marxism,HuaZhong University of Science and Technology,Wuhan,430079;School of Education,Hubei University of Art and Science,Xiangyang,441053)
出处
《心理科学》
CSSCI
CSCD
北大核心
2019年第1期68-74,共7页
Journal of Psychological Science
基金
国家社科基金重大项目(11&ZD151)
华中师范大学基本科研项目(CCNU18CXTD003
14Z02004)
中国基础教育质量监测协同创新中心课题(2016-04-003-BZK001)的资助
关键词
网络使用
学习效能感
学业成就
开放性
儿童
internet use
learning efficacy
academic achievement
openness
children
