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研究生： Christopher David Copple
Christopher David Copple
論文名稱： The Influence of Internet Use and Digital Participation on Achievement and Gender Differences
The Influence of Internet Use and Digital Participation on Achievement and Gender Differences
指導教授： 陳素芬
Sufen Chen
口試委員: 徐式寬
SHIHKUAN HSU
陳秀玲
Shirley
鄭海蓮
Zheng
學位類別： 碩士
Master
系所名稱： 人文社會學院 - 數位學習與教育研究所
Graduate Institute of Digital Learning and Education
論文出版年： 2019
畢業學年度： 107
語文別： 英文
論文頁數： 60
中文關鍵詞： n.a.
外文關鍵詞： Academic Performance Decrement, Compulsive Internet Use, Digital Participation, Adolescent, Gender Difference
相關次數： 點閱：300  下載：17 
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    Previous research has highlighted the fact that Internet use can have a direct impact on students in both positive (i.e., ease of access to information) and negative (i.e., physical health problems, poor sleep, emotional disturbances) ways. This study defined decrement as a gradual lowering of quality over time. The current research seeks to find relationships between Internet use and decremented academic performance. Using 5 longitudinal waves gathered from 1,268 Taiwanese 7th, 8th and 9th grade students, the cross-legged paths between GPA, different types of digital participation, compulsive Internet use (CIU), and decremented academic performance due to internet use will be examined. The same group of subjects were surveyed in 7th grade, and again over time in the 8th and 9th grades. Special attention was paid to if and how these factors are different between male and female students. The results revealed that female students self-reported higher CIU, decremented academic performance due to Internet use, and digital participation than males in all categories except for media types of digital participation. Furthermore, CIU and decremented academic performance due to Internet use were found to be predictors of GPA in all 5 waves. Digital participation also predicted GPA in all waves, but the types digital participation which were predictors varied between waves. Lastly, significant correlations were found between CIU and decremented academic performance due to Internet use, CIU and various types of digital participation, and between decremented academic performance due to Internet use, GPA, and various types of digital participation. It was concluded that adolescents’ academic performance can be negatively influenced by certain types of digital participation and internet use.

    Table of Contents Abstract ……………………………………………………………………………………… 2 List of tables ………..………………………………………………………………………... 4 CHAPTER 1 …………………………………………………………………………………. 5 Introduction CHAPTER 2 …………………………………………………………………………………. 9 Literature Review CHAPTER 3 ……………………………………………………………………………..…. 16 Methodology CHAPTER 4 ………………………………………………………………………………… 23 Research Findings CHAPTER 5 ………………………………………………………………………………… 46 Discussion and Conclusion References … ……………………………………………………………………………….. 52 List of Tables Table 3.1 Participants in Waves 1 to 5................................................................................. 17 Table 3.2 Methods for Data Analysis……........................................................................... 18 Table 3.3 Different Types of Digital Participation………………………………………... 20 Table 4.1.1 CFA for Compulsive Internet Use ………….................................................... 23 Table 4.1.2 CFA for Decremented Academic Performance.................................................. 24 Table 4.1.3 CFA for All Types of Digital Participation........................................................ 24 Table 4.2.1 Means, Standard Deviations and Number of Participants in Each Wave .......... 25 Table 4.3.1 Compulsive Internet Use ................................................................................... 28 Table 4.3.2 Decremented Academic Performance Due to Internet use ................................ 29 Table 4.3.3 “Hanging Out” Types of Digital Participation .................................................. 30 Table 4.3.4 Entertainment Types of Digital Participation .................................................... 31 Table 4.3.5 Knowledge Seeking Types of Digital Participation .......................................... 32 Table 4.3.6 Media Use Types of Digital Participation ........................................................ 33 Table 4.3.7 Academic Participation Types of Digital Participation ..................................... 34 Table 4.4.1 Intercorrelations, Means, and Standard Deviations for School Reported GPA Across Five Waves ........................................................................................................................... 35 Table 4.4.2 Intercorrelations, Means, and Standard Deviations for Self-reported CIU and Decremented Academic Performance Due to Internet Use Across Five Waves ................. 36 Table 4.4.3 Intercorrelations for CIU, Hanging Out and Entertainment Types of Digital Participation Across Five Waves ......................................................................................... 37 Table 4.4.4 Intercorrelations for CIU and Knowledge Seeking Types of Digital Participation Across Five Waves ............................................................................................................... 38 Table 4.4.5 Intercorrelations for Decremented Academic Performance Due to Internet Use and School Reported Grade Point Averages Across Five Waves ............................................... 39 Table 4.4.6 Intercorrelations for Decremented Academic Performance Due to Internet Use, Hanging Out and Entertainment Types of Digital Participation Across Five Waves........... 39 Table 4.4.7 Intercorrelations for Decremented Academic Performance Due to Internet Use and Knowledge Seeking Types of Digital Participation Across Five Waves………………..…. 40 Table 4.5.1 Standard Coefficients of Linear Regression for Waves 1-5 .............................. 43 Table 4.6.1 Outcomes for Research Questions and Hypotheses …………………………... 44

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