Journal for the Study of Education and Development最新文献_第3页

What explains Macau students’ achievement? An integrative perspective using a machine learning approach (¿Cuál es la explicación del rendimiento de los estudiantes macaenses? Una perspectiva integradora mediante la adopción del enfoque del aprendizaje automático) 澳门学生的成就为何?使用机器学习方法的综合视角(如何解释澳门学生的表现?采用机器学习方法的综合视角)

IF 0.8 4区教育学 Q3 Social Sciences

Journal for the Study of Education and Development

Pub Date : 2023-01-02 DOI: 10.1080/02103702.2022.2149120

Yi Wang, Ronnel King, Joseph Haw, Shing on Leung

ABSTRACT Although Macau students have consistently been recognized as top performers in international assessments, little research has been conducted to explore the various factors that are associated with their achievement. This paper aimed to identify factors that could best predict Macau students’ reading achievement using PISA 2018 data provided by 2,979 15-year-old students. An integrative theoretical model that considered the critical roles of demographic, personal and social-contextual factors was used to understand the relative importance of 41 different factors in predicting reading achievement. A machine learning approach, specifically Random Forest Algorithm, was used to analyse the data. Results indicated that variables classified under personal factors (e.g., metacognitive strategies, reading enjoyment and perceived difficulty) were the most important predictors of Macau students’ achievement. A supplementary analysis using Hierarchical Linear Modelling confirmed the findings from the machine learning approach. Implications of the findings were discussed.

虽然澳门学生在国际评估中一直被认为是表现最好的，但很少有研究探讨与他们的成就相关的各种因素。本文旨在利用2979名15岁学生提供的2018年PISA数据，找出最能预测澳门学生阅读成绩的因素。本研究采用了一个综合理论模型，考虑了人口、个人和社会背景因素的关键作用，以了解41个不同因素在预测阅读成绩中的相对重要性。使用机器学习方法，特别是随机森林算法来分析数据。结果表明，元认知策略、阅读乐趣和感知难度等个人因素是澳门学生成绩的最重要预测因子。使用层次线性模型的补充分析证实了机器学习方法的发现。讨论了研究结果的意义。

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引用次数: 2

Explaining kindergarten teachers’ beliefs and practices regarding early visual arts education: a perspective from the theory of planned behavior (Creencias y prácticas docentes en materia de educación plástica y visual temprana: una perspectiva basada en la teoría del comportamiento planificado) 解释幼儿园教师对早期视觉艺术教育的信念与实践:从计划行为理论的视角

IF 0.8 4区教育学 Q3 Social Sciences

Journal for the Study of Education and Development

Pub Date : 2023-01-02 DOI: 10.1080/02103702.2022.2133400

Suzannie K. Y. Leung, Joseph Wu, Hui Li

ABSTRACT Adopting the theory of planned behaviour (TPB), this sequential mixed-methods research investigates Hong Kong kindergarten teachers’ reported beliefs and practices regarding early visual arts education (EVAE). The qualitative part (Phase 1) is an interview study of 19 kindergarten teachers in two focus groups, aiming to develop a conceptual structure of teachers’ behavioural, normative and control beliefs. The quantitative part (Phase 2) is a survey study of 243 teachers from the randomly sampled 21 kindergartens regarding their EVAE beliefs and practices. Most teachers believe in child-centred teaching while practising teacher-directed instruction and support creativity while delivering closed-ended instruction. Four influential factors are identified to account for this gap: (1) practising child-centred pedagogies as a result of behavioural beliefs; (2) undervaluing visual arts as a result of normative beliefs; (3) instructing children directly as a result of normative beliefs; and (4) delivering subject knowledge in studio teaching as a result of control beliefs. These findings imply that Hong Kong kindergarten teachers struggle between two approaches and suffer from a lack of support from educational authorities and society. There is an urgent need to develop appropriate practices for visual arts education in Hong Kong kindergartens.

本研究采用计划行为理论(TPB)，对香港幼儿园教师关于早期视觉艺术教育(EVAE)的信念和实践进行了调查。定性部分(第一阶段)是对两个焦点小组的19名幼儿园教师的访谈研究，旨在建立教师行为信念、规范信念和控制信念的概念结构。定量部分(第二阶段)是对随机抽取的21所幼儿园的243名教师进行EVAE信念和实践的调查研究。大多数教师相信以儿童为中心的教学，同时实行教师指导的教学，并在提供封闭式教学时支持创造力。确定了四个影响因素来解释这一差距:(1)由于行为信念而实行以儿童为中心的教学法;(2)由于规范性信念而低估视觉艺术;(3)由于规范性信念而直接指导儿童;(4)由于控制信念，在演播室教学中传递学科知识。这些调查结果显示，香港幼师在两种教学方法之间挣扎，缺乏教育当局和社会的支持。香港幼稚园迫切需要发展适当的视觉艺术教育方法。

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引用次数: 2

What research is important today in human development, learning and education? JSED Editors’ reflections and research calls (¿Qué investigación es importante hoy día en desarrollo humano, aprendizaje y educación? Reflexiones y llamamientos de investigación de los Editores de JSED) 在人类发展、学习和教育中，什么研究是重要的?JSED编辑的反思和研究呼吁(哪些研究在当今人类发展、学习和教育中是重要的?来自JSED编辑的反思和研究呼吁)

IF 0.8 4区教育学 Q3 Social Sciences

Journal for the Study of Education and Development

Pub Date : 2023-01-02 DOI: 10.1080/02103702.2022.2137980

Alfredo Bautista, Raquel Cerdán, Rocío García-Carrión, Analía M. Salsa, Daniela Aldoney, Alberto Cabedo-Mas, Ruth Campos, M. Clara, Manuel Gámez-Guadix, Beatriz Ilari, Yvonne Kammerer, Mônica Macedo-Rouet, Susana Mendive, David Múñez, Gastón I. Saux, H. Sun, Jingping Sun, A. Ventura, Weipeng Yang, Andrea Khalfaoui, Ivana R. Noguera, I. Máñez, Jerry Yeung

ABSTRACT ‘In your opinion, what are some important research questions, problems or challenges that scholars in your field of specialization should address in the coming years? What types of studies should be conducted to move your field further? Please justify’. This prompt was posed by the incoming Editor of JSED to the new team of Deputy and Associate Editors in the journal’s three thematic areas (human development, learning and education), who were invited to co-author this Editorial. We briefly describe the history of JSED, present the composition of its new Editorial Board, highlight modifications recently introduced in our aims and scope and inform readers about our vision, goals and strategies for the upcoming years. The next section presents the Editors’ individual responses to the above-mentioned prompt, in the spirit of sharing perspectives with our scientific community. Finally, we identify common topics that emerged within the three thematic areas and encourage authors to send us high-quality manuscripts that fill the identified research gaps. JSED aims to foster a paradigm of ‘glocalization’ in development, learning and education research.

在您看来，您所在专业领域的学者在未来几年应该解决哪些重要的研究问题、问题或挑战?应该进行哪些类型的研究来进一步推动你的领域?请证明”。这个问题是由即将上任的《JSED》编辑向期刊三个主题领域(人类发展、学习和教育)的新副编辑和副编辑团队提出的，他们被邀请共同撰写这篇社论。我们简要介绍了《JSED》的历史，介绍了其新编辑委员会的组成，重点介绍了我们最近在宗旨和范围方面所做的修改，并向读者介绍了我们未来几年的愿景、目标和战略。下一节将展示编辑们对上述问题的个人回应，本着与科学界分享观点的精神。最后，我们确定三个主题领域中出现的共同主题，并鼓励作者向我们发送高质量的手稿，以填补已确定的研究空白。JSED的目标是在发展、学习和教育研究方面培养一种“全球本土化”的范式。

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引用次数: 1

Expectancy-value beliefs optimize mathematics achievement and learning strategy use: a bifactor approach (Las creencias sobre los valores y las expectativas optimizan el rendimiento matemático y el uso de estrategias de aprendizaje: un enfoque bifactorial) 期望价值信念优化数学成就和学习策略的使用:双因素方法(关于价值和期望的信念优化数学表现和学习策略的使用:双因素方法)

IF 0.8 4区教育学 Q3 Social Sciences

Journal for the Study of Education and Development

Pub Date : 2023-01-02 DOI: 10.1080/02103702.2022.2149116

Faming Wang, Ronnel King, Shing on Leung, Chunlian Jiang

ABSTRACT Expectancy-value theory mostly focuses on how expectancy and value beliefs are associated with academic achievement. Both expectancy and value beliefs are multidimensional and can be further decomposed into general and specific factors. However, few studies have explored the associations of these general and specific factors with academic achievement and learning strategy use. This study aimed to investigate the bifactor structure of expectancy and value beliefs and investigate the linkages between general and specific expectancy-value factors and mathematics achievement and learning strategy use. Based on the expectancy and value dimensions measured by the Motivated Strategies for Learning Questionnaire (MSLQ), bifactor models were used to analyse the data collected from 563 senior secondary school students in China. Three key findings emerged: (1) both expectancy and value beliefs could be disentangled into general and specific factors; (2) general factors were significantly associated with mathematics achievement and learning strategy use; and (3) the specific factors were positively associated with mathematics learning strategy use but not mathematics achievement. Methodological and practical implications are discussed.

期望价值理论主要关注期望和价值信念与学业成绩的关系。期望和价值信念都是多维的，可以进一步分解为一般因素和特定因素。然而，很少有研究探讨这些一般和特定因素与学习成绩和学习策略使用的关系。本研究旨在探讨期望和价值信念的双因素结构，并探讨一般和特殊期望值因素与数学成绩和学习策略使用的关系。基于学习动机策略问卷(MSLQ)测量的期望和价值维度，采用双因素模型对563名中国高中生的数据进行了分析。主要发现如下:(1)期望和价值信念可以被分解为一般因素和特定因素;(2)一般因素与数学成绩和学习策略使用显著相关;(3)具体因素与数学学习策略使用呈正相关，与数学成绩不相关。讨论了方法和实际意义。

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引用次数: 1

Using working memory intervention to improve math performance: ill-conceived, poorly executed, or just not quite there yet? (Intervenciones en memoria de trabajo para mejorar el rendimiento matemático: ¿mal diseñadas, pobremente ejecutadas, o poco desarrolladas?) Using working memory干预改善马特基金业绩:ill-conceived, poorly executed, or just not尚未消融there ?(提高数学表现的工作记忆干预:设计糟糕、执行糟糕还是开发不足?)

IF 0.8 4区教育学 Q3 Social Sciences

Journal for the Study of Education and Development

Pub Date : 2023-01-02 DOI: 10.1080/02103702.2022.2146305

Kerry Lee

ABSTRACT With over two decades of research showing a close association between working memory (WM) and maths performance, WM training has been suggested as one way to supplement conventional remedial instructions. Although initial findings were promising, recent reviews have found that training typically resulted in WM improvement but no transfer to maths performance. This paper focused on the utility of WM training for maths performance. In addition to a brief review of relevant works, I described my own efforts and insights gained from three iterations of an intervention that produced mixed findings. One of the main questions addressed in this paper was the reasons for robust findings of near but not far transfer. Some of the older studies were beset by poor methodological designs. However, the finding that more recent, better executed studies also found a similar lack of far transfer is troubling. I examined whether the use of WM training for improving maths performance is simply misguided. I also examined the possibility that the extant approaches to intervention may be approaching the problem from the wrong perspective.

虽然最初的发现很有希望，但最近的研究发现，训练通常会导致WM的改善，但不会转移到数学表现上。本文主要研究WM训练对数学成绩的效用。除了对相关工作的简要回顾之外，我还描述了我自己的努力和从三次干预中获得的见解，这些干预产生了不同的结果。本文解决的主要问题之一是近而非远转移的可靠发现的原因。一些较早的研究被糟糕的方法设计所困扰。然而，最近执行得更好的研究也发现了类似的远端转移的缺乏，这一发现令人不安。我研究了使用WM训练来提高数学成绩是否完全被误导了。我还研究了现有的干预方法可能从错误的角度处理问题的可能性。

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引用次数: 1

Does Shadow Education Discourage or Encourage Creative Thinking? Evidence from South Korea (La educación en la sombra, ¿fomenta o desincentiva el pensamiento creativo? Evidencia de Corea del Sur). 影子教育是否阻碍或鼓励创造性思维?来自韩国的证据(影子教育，鼓励还是阻碍创造性思维?韩国的证据)。

IF 1 4区教育学 Q4 PSYCHOLOGY, DEVELOPMENTAL

Journal for the Study of Education and Development

Pub Date : 2023-01-01 Epub Date: 2023-08-03 DOI: 10.1080/02103702.2023.2230042

Soo-Yong Byun, Jilli Jung, Tae Seob Shin

Using longitudinal data for a nationally representative sample of fifth graders from the Korean Educational Longitudinal Study of 2013, this study examined the effect of shadow education-referred to as academically-oriented extracurricular activities mainly aimed to prepare for examinations-on students' creative thinking. To estimate the effect of shadow education, we used propensity score matching approaches. We found no significant shadow education effect on gains (or losses) in students' creative thinking between the fifth and sixth grades. This finding does not support the arguments that students' participation in shadow education discourages or encourages their creative thinking. Implications, limitations, and future research directions are discussed.

本研究利用2013年韩国教育纵向研究中具有全国代表性的五年级学生样本的纵向数据，检验了影子教育对学生创造性思维的影响。影子教育被称为以学术为导向的课外活动，主要目的是为考试做准备。为了估计影子教育的效果，我们使用倾向得分匹配方法。我们发现影子教育对五年级至六年级学生创造性思维的增益(或损失)没有显著影响。这一发现不支持学生参与影子教育阻碍或鼓励他们创造性思维的论点。讨论了研究的意义、局限性和未来的研究方向。

引用次数: 0

Conceptions of play by children in five countries: towards an understanding of playfulness (Las concepciones acerca del juego de niños de cinco países: hacia un mejor conocimiento de la actividad lúdica) 五个国家的儿童游戏概念:迈向对游戏的理解(五个国家的儿童游戏概念:迈向更好地理解游戏活动)

IF 0.8 4区教育学 Q3 Social Sciences

Journal for the Study of Education and Development

Pub Date : 2022-12-19 DOI: 10.1080/02103702.2022.2133401

Sarah-Jane Mukherjee, Lucía Bugallo, N. Scheuer, Teresa Cremin, Virginia Montoro, M. Ferrero, Marcia Preston, Doris Cheng, Roberta Golinkoff, Jill Popp

ABSTRACT Drawing on a mixed-methods cross-cultural study undertaken in five locations in Argentina, Denmark, Hong Kong, England and the United States in 2018, this paper explores how children (aged five and seven) conceive of playfulness. Following a card-sorting task, 387 children selected familiar activities that they felt were most representative of play and not-play and explained their reasons. The children’s justifications were fully transcribed, and five corpora were created (one per site). Lexicometry was applied, generating sets of the characteristic responses per age in each site. In-depth qualitative interpretation of these modal responses revealed nine dimensions across play and not-play: pleasure, social context, materials, movement, agency, risk, goal, time and focus. Commonalities revealed that children’s ideas around play are not aligned with specific activities but with the sense of agency in a secure physical and social context when carrying out an activity experienced as an end in itself. Implications for playful pedagogies highlight the need to open up play with opportunities for children’s choice and initiative, confident exploration and immersion in the activities in which they participate.

基于2018年在阿根廷、丹麦、香港、英国和美国五个地区进行的一项混合方法跨文化研究，本文探讨了五岁和七岁的儿童是如何理解玩耍的。在卡片分类任务之后，387名儿童选择了他们认为最具代表性的游戏和非游戏活动，并解释了他们的理由。孩子们的理由被完整地记录下来，并创建了五个语料库(每个站点一个)。应用词汇计量法，生成每个站点每个年龄的特征响应集。对这些模态反应的深入定性解释揭示了游戏和非游戏的九个维度:快乐、社会环境、材料、运动、代理、风险、目标、时间和注意力。共同性表明，儿童关于游戏的想法并不与特定的活动一致，而是与在安全的身体和社会环境中进行作为目的的活动时的代理感一致。对游戏教学法的启示强调需要开放游戏，为儿童的选择和主动性，自信的探索和沉浸在他们参与的活动中的机会。

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引用次数: 0

Imagining and designing the future of education: a critical review of Allan Collins’ What’s Worth Teaching: Rethinking Curriculum in the Age of Technology (Imaginando y diseñando el futuro de la educación: una revisión crítica del libro de Allan Collins ¿Qué Merece la Pena Enseñar? Repensar el Currículum en la Era de la Tecnología) 想象与设计教育的未来:艾伦·柯林斯的《值得教的东西:技术时代的课程重新思考》一书的批判性评论。重新思考科技时代的课程)

IF 0.8 4区教育学 Q3 Social Sciences

Journal for the Study of Education and Development

Pub Date : 2022-10-24 DOI: 10.1080/02103702.2022.2101743

Janet Kolodner, Melita Morales

ABSTRACT

Thoughtful pedagogues have long taken approaches to school reform that foreground an emphasis on learning that will matter in the lives of the students while taking into account the varying special interests and capabilities of learners. Some of these approaches prioritize the social and emotional needs of children, rethinking school discipline and the whole child, while others focus on curriculum units that target global problems and a strengthening of twenty-first-century skills. Allan Collins, in his book What’s Worth Teaching: Rethinking Curriculum in the Age of Technology, speaks to many of the issues that need to be addressed to make education more engaging and focused on what will be important for our youth to thrive as adults. In this Prospectives piece, we take a step towards continuing that conversation. We summarize Collins’ suggestions and reframe them in the context of the inequalities present in our school systems and societies. We propose important aspects of school culture that, we believe, will be essential if we are to support youth in identifying and working with others to create societal change. After an overview of Collins’ organizing framework, we point out what we believe must be addressed to allow successful design of educational systems that will help all youth develop their potential and sense of place and purpose in wider society.

【摘要】深思熟虑的教师长期以来一直采取学校改革的方法，强调在学生生活中重要的学习，同时考虑到学习者不同的特殊兴趣和能力。其中一些方法优先考虑儿童的社会和情感需求，重新思考学校纪律和整个儿童，而另一些方法则侧重于针对全球问题和加强21世纪技能的课程单元。艾伦·柯林斯在他的书《什么值得教:重新思考技术时代的课程》中谈到了许多需要解决的问题，以使教育更有吸引力，并关注对我们的年轻人成长为成年人至关重要的东西。在这篇展望文章中，我们将继续这一对话。我们总结了柯林斯的建议，并在我们的学校系统和社会中存在的不平等的背景下重新构建它们。我们提出了学校文化的重要方面，我们相信，如果我们要支持年轻人识别和与他人合作创造社会变革，这将是必不可少的。在概述了柯林斯的组织框架之后，我们指出了我们认为必须解决的问题，以允许成功设计教育系统，帮助所有年轻人在更广泛的社会中发展他们的潜力和位置感和使命感。

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引用次数: 0

Outgoing Editor’s comment: Time Passes (Editorial de la Editora Saliente: El tiempo pasa) 即将离任的编辑评论:时间流逝(即将离任的编辑评论:时间流逝)

IF 0.8 4区教育学 Q3 Social Sciences

Journal for the Study of Education and Development

Pub Date : 2022-10-02 DOI: 10.1080/02103702.2022.2101742

Bárbara M. Brizuela

In the last few months, the song Years (Años) by the Cuban musician Pablo Milanés, famously interpreted by the Argentine Mercedes Sosa, has been repeating over and over in my head. Where and how have the years gone by? Especially the last three years are blurry in my memory. The COVID-19 pandemic has, among other things, caused havoc to my notion of time. When we launched our editorial leadership in 2017, we had a series of objectives that we summarized under three themes: openness, dialogue and connection (Brizuela, 2018). In 2016, when I accepted the Editor-in-Chief position, which began in January 2017, never could I have imagined what we would live through in the following years, and especially what we have lived through since March 2020. I still remember those first two weeks of March 2020, when we were receiving news of the spread of COVID-19 in Asia and then across Europe, Seattle and New York. During those weeks I stopped shaking hands, choosing instead to bow. I started to cancel in-person meetings and to use Zoom instead. Before March 2020 I had only heard about Zoom occasionally, and definitely had not used it as a verb! And on Friday 13 March, I left my office thinking I would return in a couple of weeks. I even left behind my poor little plants! In the following months and year I would only go back into my office in person a few times, always on the weekend so I wouldn’t bump into anyone. I was able to recover my little plants, which still survive! Suddenly, the themes of openness, dialogue and connection that we proposed in 2016 when launching our editorial leadership took on different, deeper meanings, and would be relevant not only to our editorial work in the journal but to our everyday lives as well. The confinement and social distancing measures would make us yearn for openness. At the same time, the extreme openness of a global world, added to a highly and easily transmissible virus, contributed to the spread of the virus throughout the world in record time. Our need for dialogue, and the importance of dialogue in all areas of our life, led us to use new platforms that we had not used before. We became familiar with Zoom ‘breakout rooms’, where we sought to reproduce the intimacy of conversations in small groups. We held different celebrations on Zoom (I celebrated my fiftieth birthday on Zoom and with videos sent from across the world!), and we used WhatsApp and its different functions to their fullest

在过去的几个月里，古巴音乐家巴勃罗·米兰萨姆斯的歌曲《岁月》(Años)在我的脑海里一遍又一遍地重复，阿根廷人梅塞德斯·索萨(Mercedes Sosa)对这首歌进行了著名的演绎。这些年在哪里，怎么过去的?尤其是最近三年，在我的记忆中是模糊的。除其他外，COVID-19大流行对我的时间观念造成了严重破坏。当我们在2017年启动我们的编辑领导时，我们有一系列的目标，我们总结为三个主题:开放、对话和联系(Brizuela, 2018)。2016年，当我接受2017年1月开始的总编辑职位时，我从来没有想象过我们在接下来的几年里会经历什么，特别是我们从2020年3月开始经历了什么。我仍然记得2020年3月的前两周，当时我们收到了COVID-19在亚洲蔓延的消息，然后蔓延到欧洲、西雅图和纽约。在那几个星期里，我不再握手，而是选择鞠躬。我开始取消面对面的会议，转而使用Zoom。在2020年3月之前，我只是偶尔听说过Zoom，而且绝对没有把它用作动词!3月13日星期五，我离开了办公室，以为几周后就会回来。我甚至把我可怜的小植物都留下了!在接下来的几个月和一年里，我只会亲自回办公室几次，而且总是在周末，这样我就不会碰到任何人。我能够恢复我的小植物，它们仍然存活!突然之间，我们在2016年成立编辑部时提出的开放、对话和联系的主题有了不同的、更深层次的含义，不仅与我们在期刊上的编辑工作有关，也与我们的日常生活有关。限制和保持社会距离的措施会让我们渴望开放。与此同时，全球世界的极度开放，加上一种高度易传播的病毒，促使该病毒以创纪录的时间在全球传播。我们对对话的需求，以及对话在我们生活各个领域的重要性，促使我们使用以前从未使用过的新平台。我们熟悉了Zoom的“分组讨论室”，在那里我们试图重现小组对话的亲密感。我们在Zoom上举行了不同的庆祝活动(我在Zoom上庆祝了我的50岁生日，并播放了来自世界各地的视频!)，我们充分利用了WhatsApp及其不同的功能

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引用次数: 0

A digital generation in scrutiny. Children’s ideas about the internet and the online information (Explorando una generación digital. Las ideas de los niños sobre internet y la información online) 他的父亲是一名律师，母亲是一名律师。儿童对互联网和在线信息的看法(探索数字一代)。孩子们对互联网和在线信息的看法)

IF 0.8 4区教育学 Q3 Social Sciences

Journal for the Study of Education and Development

Pub Date : 2022-09-05 DOI: 10.1080/02103702.2022.2096294

I. Enesco, Carla Sebastián-Enesco, Silvia Guerrero, Elena Varea, Paula Barrios

ABSTRACT The internet has become a key environment for children’s learning and leisure at an increasing early age. Yet, little is known about what children understand about the internet. We conducted semi-structured interviews with 111 children aged five to nine to assess their notions about the internet, the authorship of online content and the trustworthiness they attribute to it. Considering the socio-cognitive advances throughout these ages, we expected a significant improvement in children’s concept of the internet. However, the results showed modest age differences, and only in some basic notions (e.g., internet functions). Misconceptions about the internet and naïve ideas about the reliability of its content were present at all ages. Only a very few older children envisaged the risk of finding malicious information online and the need to consult other sources in case of doubt. We discuss the necessity to address children’s misconceptions at least from the beginning of primary school, when most of them are cognitively ready to understand many of the issues addressed in this study, provided they receive guided instruction.

互联网已经越来越早地成为儿童学习和休闲的重要环境。然而，关于孩子们对互联网的理解却知之甚少。我们对111名5至9岁的儿童进行了半结构化访谈，以评估他们对互联网的看法、在线内容的作者身份以及他们认为网络的可信度。考虑到这些年龄段的社会认知进步，我们预计儿童对互联网的概念会有显著改善。然而，结果显示出适度的年龄差异，并且仅在一些基本概念(例如互联网功能)上。对互联网的误解和naïve对其内容可靠性的看法在各个年龄段都存在。只有极少数年龄较大的儿童设想到在网上发现恶意信息的风险，以及在有疑问时需要咨询其他来源。我们讨论了解决儿童误解的必要性，至少从小学开始，当他们中的大多数人在认知上准备好理解本研究中提到的许多问题时，只要他们接受指导指导。

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引用次数: 0