An examination of the relationships among United States college students' media use habits, need for cognition, and grade point average

Turner, Jacob S.; Croucher, Stephen M.

doi:10.1080/17439884.2013.777349

Cited by 17 publications

(8 citation statements)

References 41 publications

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“…Although there is relevant literature examining the role of NFC in the context of acceptance in e-learning (Chen & Wu, 2012; Del Barrio-García, Arquero, & Romero-Frías, 2015; Evans et al., 2003; Kai-Wen, 2011; Kühl, Eitel, Damnik, & Körndle, 2014; Turner & Croucher, 2013), to our knowledge, no previous research has investigated the moderating role of NFC in the loyalty-formation process of students toward the use of social media within a PLE approach in higher education.…”

Section: Theoretical Background Development Of Hypotheses and Reseamentioning

confidence: 99%

What Drives Students' Loyalty-Formation in Social Media Learning Within a Personal Learning Environment Approach? The Moderating Role of Need for Cognition

Montaño

Barrio‐García

Frías

2016

Journal of Educational Computing Research

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Our study analyzes an educational experience based on the integrated use of social media within a higher education course under a personal learning environment approach and investigates the factors that determine students' loyalty to social media learning. We examined the moderating role of need for cognition (NFC) in students' formation of attitudes, satisfaction, and loyalty toward this learning experience. The results indicate that NFC has an influence on these variables, significantly moderating how loyalty toward social media learning is formed. For high-NFC students, satisfaction with the learning experience is the most important variable to explain loyalty; whereas for low-NFC students, attitudes have a stronger effect. Different strategies are suggested, according to the learners' NFC levels,

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Section: Theoretical Background Development Of Hypotheses and Reseamentioning

confidence: 99%

What Drives Students' Loyalty-Formation in Social Media Learning Within a Personal Learning Environment Approach? The Moderating Role of Need for Cognition

Montaño

Barrio‐García

Frías

2016

Journal of Educational Computing Research

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“…Similarly, more frequent use of social media, such as Facebook, by college students is associated with less studying and lower GPAs (Al-Menayes, 2015; Kirschner & Karpinski, 2010). In other work, use of interactive social media is unrelated to GPA or cognitive engagement in school work for college students (Pasek, More, & Hargittai, 2009; Turner & Croucher, 2014).…”

Section: Introductionmentioning

confidence: 97%

Technology and interactive social media use among 8th and 10th graders in the U.S. and associations with homework and school grades

Tang

Patrick

2018

Computers in Human Behavior

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This study examined differences by age, gender, and race/ethnicity in the use of technology and interactive social media from 2013–2016 using data from nationally-representative samples of U.S. 8th and 10th graders (N=40,389). Results indicated that 8th graders watch TV and play video games more than 10th graders; boys play more video games and use interactive social media less than girls; and Black adolescents use most forms of media more often than those from other race/ethnicity groups, with the exception of using the computer for school reported most often by Asian adolescents. Mean differences showed that adolescents who spend more time on homework spend more time using the computer for school, and spend less time watching weekday TV, playing video games, and talking on the phone. Adolescents with higher grades spend more time using the computer for school and spend less time on all other types of technology and interactive social media, except for watching weekend TV. Multivariable logistic regression results indicate that watching TV on a weekday was consistently negatively associated with academic outcomes and using the computer for school was consistently positively associated with academic outcomes.

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“…A survey of recent research indicates that there are four current methods for assessing general technology usage including: (1) time measured in hours or minutes per day or per usage (Becker, Alzahabi, & Hopwood, 2012; Carrier, Cheever, Rosen, Benitez, & Chang, 2009; Junco, 2013; Kimbrough, Guadagno, Muscanell, & Dill, 2012; Padilla-Walker & Coyne, 2011; Pea et al, 2012; Reich, Subrahmanyam, & Espinoza, 2012; Rideout, Foehr, & Roberts, 2010; Rosen, Carrier, & Cheever, 2013; Rosen, Chang, Erwin, Carrier, & Cheever, 2010; Rosen, Whaling, Rab, Carrier, & Cheever, 2013; Turner & Croucher, 2013); (2) frequency measured in the number uses in a particular time period (Burak, 2012; Johnson, 2010; Thompson, 2013); (3) attitudinal Likert-type scales measured on a continuum from strongly agree to strongly disagree (Jenkins-Guarnieri, Wright, & Johnson, 2013a, 2013b; Venkatesh, Thong, & Xu, 2012); and (4) experience sampling, querying use at a particular prompted point in time (Moreno, Jelenchick, Koff, & Eikoff, 2012a; Moreno, Jelenchick, Koff, Eikoff, Diermyer, & Christakis, 2012b; Wang & Tchernev, 2012). …”

Section: Introductionmentioning

confidence: 99%

The Media and Technology Usage and Attitudes Scale: An empirical investigation

Rosen

Whaling

Carrier

et al. 2013

Computers in Human Behavior

521

376

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Current approaches to measuring people’s everyday usage of technology-based media and other computer-related activities have proved to be problematic as they use varied outcome measures, fail to measure behavior in a broad range of technology-related domains and do not take into account recently developed types of technology including smartphones. In the present study, a wide variety of items, covering a range of up-to-date technology and media usage behaviors. Sixty-six items concerning technology and media usage, along with 18 additional items assessing attitudes toward technology, were administered to two independent samples of individuals, comprising 942 participants. Factor analyses were used to create 11 usage subscales representing smartphone usage, general social media usage, Internet searching, e-mailing, media sharing, text messaging, video gaming, online friendships, Facebook friendships, phone calling, and watching television in addition to four attitude-based subscales: positive attitudes, negative attitudes, technological anxiety/dependence, and attitudes toward task-switching. All subscales showed strong reliabilities and relationships between the subscales and pre-existing measures of daily media usage and Internet addiction were as predicted. Given the reliability and validity results, the new Media and Technology Usage and Attitudes Scale was suggested as a method of measuring media and technology involvement across a variety of types of research studies either as a single 60-item scale or any subset of the 15 subscales.

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An examination of the relationships among United States college students' media use habits, need for cognition, and grade point average

Abstract: 2014) An examination of the relationships among United States college students' media use habits, need for cognition, and grade point average, Learning, Media and Technology, 39:2,[199][200][201][202][203][204][205][206][207][208][209][210][211][212][213][214]

Cited by 17 publications

References 41 publications

What Drives Students' Loyalty-Formation in Social Media Learning Within a Personal Learning Environment Approach? The Moderating Role of Need for Cognition

What Drives Students' Loyalty-Formation in Social Media Learning Within a Personal Learning Environment Approach? The Moderating Role of Need for Cognition

Technology and interactive social media use among 8th and 10th graders in the U.S. and associations with homework and school grades

The Media and Technology Usage and Attitudes Scale: An empirical investigation

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