Psicologia Educativa最新文献

英文中文

The Role of Executive Functioning and Technological Anxiety (FOMO) in College Course Performance as Mediated by Technology Usage and Multitasking Habits. 技术使用和多任务处理习惯对执行功能和技术焦虑在大学课程成绩中的作用

IF 1.9 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Psicologia Educativa

Pub Date : 2018-01-01 Epub Date: 2017-05-25 DOI: 10.5093/psed2018a3

Larry D Rosen, L Mark Carrier, Jonathan A Pedroza, Stephanie Elias, Kaitlin M O'Brien, Joshua Lozano, Karina Kim, Nancy A Cheever, Jonathan Bentley, Abraham Ruiz

This study investigated how technology use impacts academic performance. A proposed model postulated that academic performance could be predicted by a cognitive independent variable-executive functioning problems-and an affective independent variable-technological anxiety or FOMO (fear of missing out)-mediated by how students choose to use technology. An unobtrusive smartphone application called "Instant Quantified Self" monitored daily smartphone un-locks and daily minutes of use. Other mediators included self-reported smartphone use, self-observed studying attention, self-reported multitasking preference, and a classroom digital metacognition tool that assessed the student's ability to understand the ramifications of technology use in the classroom that is not relevant to the learning process. Two hundred sixteen participants collected an average of 56 days of "Instant" application data, demonstrating that their smartphone was unlocked more than 60 times a day for three to four minutes each time for a total of 220 daily minutes of use. Results indicated that executive functioning problems predicted academic course performance mediated by studying attention and a single classroom digital metacognition subscale concerning availability of strategies of when to use mobile phones during lectures. FOMO predicted performance directly as well as mediated by a second classroom digital metacognition concerning attitudes toward mobile phone use during lectures. Implications for college students and professors include increasing metacognition about technology use in the classroom and taking "tech breaks" to reduce technology anxiety.

本研究调查了科技使用如何影响学习成绩。一个被提出的模型假设，学业成绩可以通过认知自变量(执行功能问题)和情感自变量(技术焦虑或FOMO(害怕错过))来预测，这些变量由学生如何选择使用技术来调节。一款名为“即时量化自我”(Instant Quantified Self)的不起眼的智能手机应用可以监控智能手机每天的解锁次数和每天的使用分钟数。其他中介包括自我报告的智能手机使用情况、自我观察的学习注意力、自我报告的多任务处理偏好，以及课堂数字元认知工具，该工具评估了学生理解课堂上与学习过程无关的技术使用后果的能力。216名参与者平均收集了56天的“即时”应用程序数据，表明他们的智能手机每天被解锁60多次，每次解锁3到4分钟，每天总共使用220分钟。结果表明，执行功能问题通过学习注意力和单一课堂数字元认知子量表对课堂学习成绩的预测起到中介作用，该子量表涉及课堂上使用手机的策略的可用性。FOMO直接预测表现，并通过第二课堂数字元认知介导，该认知涉及在课堂上使用手机的态度。对大学生和教授的影响包括提高对课堂上使用科技产品的元认知，以及通过“科技休息”来减少科技焦虑。

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引用次数: 31

Cybergossip and cyberbullying during primary school years 小学时期的网络八卦和网络欺凌

IF 1.9 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Psicologia Educativa

Pub Date : 2017-07-01 DOI: 10.1016/j.pse.2017.05.007

Inés C. López-Pradas, Eva M. Romera, José A. Casas, Rosario Ortega-Ruiz

The use of social networking sites and instant messaging apps, despite playing a key role in building social relations, poses a risk, such as cybergossip. This research focused on the study and measurement of the cybergossip phenomenon and the psychometric properties of the Cybergossip-Q-Primary instrument. Cybergossip involvement in the development of cyberbehaviours performed in cyberbullying was analyzed. The European Cyberbullying Intervention Project Questionnaire (ECIPQ) was adapted to primary school-age children. The sample comprised 866 students (52.9% girls) with ages ranging from 10 to 13years (M = 11.21, SD = 0.90). Using both exploratory and confirmatory factor analyses, the fit of a one-dimensional structure for the cybergossip instrument and a two-dimensional structure for cyberbullying (cyberaggression and cybervictimization) were contrasted. A structural equations analysis revealed a significant relationship between cybergossip and cyberbullying. The results in relation to cybergossip, cyberaggression, cybervictimization, and the consequences of misinterpreting information are discussed.

使用社交网站和即时通讯应用程序，尽管在建立社会关系方面发挥了关键作用，但也带来了风险，比如网络八卦。本研究主要是对网络八卦现象的研究和测量，以及网络八卦q - primary量表的心理测量特性。本文分析了网络八卦对网络欺凌行为发展的影响。欧洲网络欺凌干预项目问卷(ECIPQ)适用于小学适龄儿童。样本包括866名学生(52.9%为女生)，年龄在10 - 13岁之间(M = 11.21, SD = 0.90)。采用探索性和验证性因素分析，对比了网络八卦工具的一维结构和网络欺凌(网络攻击和网络受害)的二维结构的拟合性。结构方程分析揭示了网络八卦与网络欺凌之间的显著关系。研究结果与网络八卦、网络攻击、网络受害以及误读信息的后果有关。

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引用次数: 22

Factores explicativos del rendimiento académico en hijos de inmigrantes mexicanos en Nueva York 解释纽约墨西哥移民子女学业成绩的因素

IF 1.9 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Psicologia Educativa

Pub Date : 2016-12-01 DOI: 10.1016/j.pse.2016.03.001

Joaquina Palomar Lever, Sandra I. Montes de Oca Mayagoitia, Alma M. Polo Velázquez, Amparo Victorio Estrada

This study was aimed at identifying factors involved in the academic performance of children of Mexican immigrants living in New York. Data from 142 parent-student dyads were collected. The sample consisted of immigrant parents and children born in the US. Results show that a higher perception of English language proficiency among children and their parents, reading and writing training by parents, and the absence of learning problems among the children predicted on the whole higher levels of academic performance. Additionally, a higher student exposure to US culture, a higher perception of English language proficiency by the child, reading and writing training by parents, bilingual training of children, and the absence of learning problems among children and the parents predict a higher likelihood of children to belong to the higher academic performance group. Implications of these results are discussed.

本研究旨在找出影响纽约墨西哥移民子女学业表现的因素。收集了142对家长和学生的数据。样本包括移民父母和在美国出生的孩子。结果表明，孩子和父母对英语语言能力的认知程度越高，父母对孩子的读写训练越高，孩子的学习问题越少，总体上预示着孩子的学习成绩越高。此外，学生对美国文化的接触程度越高，孩子对英语语言能力的认知越高，父母对孩子进行读写训练，对孩子进行双语训练，孩子和父母之间没有学习问题，这些都预示着孩子更有可能属于学习成绩较高的群体。讨论了这些结果的意义。

引用次数: 1

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全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

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