Unit:
Κατεύθυνση Σχολική ψυχολογίαLibrary of the School of Philosophy
Author:
Malamatenia Maria
Supervisors info:
Φωτεινή Πολυχρόνη, Αναπληρώτρια Καθηγήτρια, Τμήμα Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Αικατερίνη Λαμπροπούλου, Επίκουρη Καθηγήτρια, Τμήμα Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Διαμάντω Φιλιππάτου, Αναπληρώτρια Καθηγήτρια, Τμήμα Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Original Title:
Στάσεις μαθητών δευτεροβάθμιας εκπαίδευσης ως προς τη χρήση Τεχνολογιών Πληροφορικής και Επικοινωνιών σε σχέση με τη σχολική εμπλοκή και τη σχολική επίδοση
Translated title:
The relationship between adolescents' attitudes towards Information and Communication Technologies (ICT) and their school engagement and performance.
Summary:
The present study attempted to investigate the relationship between adolescents' attitudes towards Information and Communication Technologies (ICT) and their school engagement and performance. Additionally, the relationship between the time spent using ICT for academic and non-academic purposes with school engagement and performance was examined. Finally, the impact of demographic characteristics of the participants on the variables under study was investigated. The sample of the study consisted of 201 students attending junior high school. Participants completed a questionnaire on school engagement (Student Engagement Inventory, Lam et al., 2014), a questionnaire on ICT usage and its relationship with academic achievement (Salomon & Kolikant, 2016), a questionnaire on ICT engagement (Zylka et al., 2015), while demographic data (gender, grade level, parental education level, country of parents' birth, cultural capital) were also collected. Regarding the findings, it was found that students' interest in computers is positively related to academic performance, while social exposure to ICT is negatively related to the behavioral dimension of school engagement. Furthermore, it emerged that the time spent using digital technologies for academic purposes is positively related to all dimensions of school engagement and academic performance. On the other hand, the time spent using digital technologies for entertainment purposes appeared to be negatively related to the dimensions of school engagement and performance, with students themselves recognizing this negative relationship. Furthermore, certain demographic variables appeared to be predictive factors for the dimensions of school engagement and attitudes towards ICT. The above findings can contribute to the design of interventions for the effective integration of ICT into the school environment, in a way that promotes the school engagement and performance of secondary education students.
Main subject category:
Philosophy - Psychology
Keywords:
attitudes towards ICT, ICT usage time, school engagement, school performance, adolescents
Number of references:
141
