A longitudinal study of the effects of Internet use and videogame playing on academic performance and the roles of gender, race and income in these relationships
A longitudinal study of the effects of Internet use and videogame playing on academic performance and the roles of gender, race and income in these relationships
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DOI：
10.1016/j.chb.2010.08.001
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发表时间：
2011-01-01
影响因子：
9.9
通讯作者：
Fitzgerald, Hiram E.
中科院分区：
文献类型：
--
作者：
Jackson, Linda A.;von Eye, Alexander;Fitzgerald, Hiram E.
在这项研究中，我们研究了互联网使用和视频游戏对儿童学习成绩的影响。性别、种族和收入也被考虑在内。研究对象为482名青少年，平均年龄12岁。三分之一是非洲裔美国人，三分之二是高加索裔美国人。所有措施都完成了两次，第一次是在第一年，一年后是第二年。结果表明，更多的互联网使用与更好的阅读技能，但只有年轻人最初在阅读技能低。玩电子游戏与更好的视觉空间技能有关，但也与较低的GPA有关。性别、种族和收入影响互联网使用、视频游戏和学习成绩，但不影响使用这些技术与学习成绩之间的关系。增加技术使用的好处的结果的影响进行了讨论。(C)2010爱思唯尔有限公司版权所有。
In this research we examined the effects of Internet use and videogame playing on children's academic performance. Gender, race, and income were also considered. Participants were 482 youth, average age 12 years old. One-third were African American and two-thirds were Caucasian American. All measures were completed twice, first in Year 1 and then one year later, Year 2. Results indicated that greater Internet use was associated with better reading skills, but only for youth initially low in reading skills. Videogame playing was associated with better visual-spatial skill but also with lower GPAs. Gender, race and income influenced Internet use, videogame playing and academic performance but not the relationships between using these technologies and academic performance. Implications of the results for increasing the benefits of technology use are discussed. (C) 2010 Elsevier Ltd. All rights reserved.