Facebook® and academic performance
Facebook® and academic performance
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DOI：
10.1016/j.chb.2010.03.024
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发表时间：
2010-11-01
影响因子：
9.9
通讯作者：
Karpinski, Aryn C.
中科院分区：
文献类型：
--
作者：
Kirschner, Paul A.;Karpinski, Aryn C.
关于现代年轻人——通常被称为“数字原住民”或“智人”——在同时处理多种信息渠道的能力方面发生的变化，有很多讨论。换句话说，现在的孩子可以一心多用。不幸的是，对于这一立场的支持者来说，有很多关于试图同时处理不同信息流的负面影响的经验文献表明，这种行为既会增加学习时间以达到学习均等，也会增加处理信息时的错误，而不是顺序或连续处理相同的信息。本文介绍了一项涉及Facebook使用的描述性和探索性调查研究的初步结果，该研究通常与其他学习活动同时进行，并通过自我报告的平均绩点（GPA）和每周学习时间来衡量其与学习成绩的关系。结果显示，与不使用Facebook的人相比，Facebook用户的gpa较低，每周花在学习上的时间也更少。(C) 2010 Elsevier Ltd.版权所有。
There is much talk of a change in modern youth - often referred to as digital natives or Homo Zappiens - with respect to their ability to simultaneously process multiple channels of information. In other words, kids today can multitask. Unfortunately for proponents of this position, there is much empirical documentation concerning the negative effects of attempting to simultaneously process different streams of information showing that such behavior leads to both increased study time to achieve learning parity and an increase in mistakes while processing information than those who are sequentially or serially processing that same information. This article presents the preliminary results of a descriptive and exploratory survey study involving Facebook use, often carried out simultaneously with other study activities, and its relation to academic performance as measured by self-reported Grade Point Average (GPA) and hours spent studying per week. Results show that Facebook (R) users reported having lower GPAs and spend fewer hours per week studying than nonusers. (C) 2010 Elsevier Ltd. All rights reserved.