Internet Use and Collegiate Academic Performance Decrements: Early Findings

Kubey, Robert; Lavin, Michael; Barrows, John R.

doi:10.1111/j.1460-2466.2001.tb02885.x

Cited by 388 publications

(190 citation statements)

References 10 publications

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“…Positive effects can be found in the levels of learning and in the results obtained by students (Leung & Lee, 2012;López-Pérez, Pérez-López, Rodríguez-Ariza, & Argente-Linares, 2013;Markovíc & Jovanovíc, 2012;Mohd & Maat, 2013). There are also studies where no incidence of technology has been found on learning outcomes (Wittwer & Senkbeil, 2008) or negative effects when problems of addiction are present that constitute a social problem (Chou, Condron, & Belland, 2005;Kim, LaRose, & Peng, 2009), having as a consequence the decrease of the student's academic performance (Junco & Cotten, 2011;Kubey, Lavin, & Barrows, 2001). The inclusion of technology in education showed different effects on the academic performance of students, similar studies present contradictory results (Torres-Díaz et al, 2016).…”

Section: Technology and Academic Performancementioning

confidence: 91%

Plagiarism, Internet and Academic Success at the University

Díaz

Duart

Hinojosa-Becerra

2018

J. New Approaches Educ. Res.

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In this work, we determined, the level of incidence of the use of technologies on academic success and the incidence of interaction and experience on the level of plagiarism of university students. A sample of 10,952 students from 31 face-to-face universities in Ecuador was created. Students were classified based on their experience level, level of interaction with teachers and classmates, and the use they do with technology for academic activities. The results showed that the level of experience does not affect academic success, but does have an incidence on plagiarism levels that increase as this experience increases. Plagiarism reaches higher levels when level of experience, family income and hours of connection per day increases. Academic performance depends on the number of hours that students seek information and the number of academic videos they watch. Also, plagiarism tends to decrease as the student makes better use of technology for their academic activities.

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Section: Technology and Academic Performancementioning

confidence: 91%

Plagiarism, Internet and Academic Success at the University

Díaz

Duart

Hinojosa-Becerra

2018

J. New Approaches Educ. Res.

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“…The focus of different studies has been on younger populations, although some have also taken into account adult populations [32,34,36]. This may reflect the view that this is primarily a disorder of children, adolescents and early adulthood.…”

Section: Epidemiologymentioning

confidence: 99%

Internet Addiction: A Review

Pezoa-Jares¹

2012

J Addict Res Ther

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“…However, the number of problematic or excessive Internet users among college students' has grown remarkably as well (Cheung, Lee & Lee, 2013;Senol-Durak & Durak, 2011;Kirschner, & Karpinski, 2010;Frangos, Frangos, & Sotiropoulos, 2010;Li, Wang, & Wang, 2009;Chen & Peng, 2008;Ceyhan, 2008). According to the related literature (e.g., Li, Zhang, Li, Zhen & Wang, 2010;Kim, LaRose, & Peng, 2009;Chen & Peng, 2008;Kubey, Lavin, Barrows, 2001) excessive or problematic Internet use (PIU) causes problems in individuals' psychological and social lives and create difficulties in their work and school environments. For instance, a study conducted by Chen and Peng (2008) indicated that problematic or heavy Internet users are more likely to be depressed, physically ill, lonely, and introverted compared to light or moderate Internet users.…”

Section: Introductionmentioning

confidence: 99%

Relationship between Problematic Internet Use, Depression and Quality of Life Levels of Turkish University Students

Tekinarslan¹

2017

JETS

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The relationship between problematic Internet use (PIU), depression and quality of life levels of individuals is a growing concern in many societies. One of the main purposes of this study was to examine the relationships or correlations among PIU, depression and quality of life levels of Turkish undergraduate students. Furthermore, this study sought to investigate whether correlated variables; if any, simultaneously predicted students' quality of life levels on different domains of WHOQOL-BREF-TR in a significant manner. Moreover, this research examined whether some or any of study variables had a mediating effect in relationships between domains of WHOQOL-BREF-TR and other study variables. The data collected from 758 undergraduate student participants (431 female and 327 male) attending different faculties and colleges at a public university in Turkey. A demographical information form, the Beck Depression Inventory, the World Health Organization's Quality of Life-BREF (WHOQOL-BREF-TR) and Online Cognition Scale (OCS) were used to collect data from the undergraduate Turkish students. The results indicated that the students' PIU and depression levels were negatively associated with quality of life levels and positively associated with each other in a significant manner. Moreover, the results of hierarchical regression analysis revealed that PIU levels of the students on the diminished impulse control dimension partially mediated the relationships between depression and quality of life levels on all domains of WHOQOL-BREF-TR.

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Internet Use and Collegiate Academic Performance Decrements: Early Findings

Cited by 388 publications

References 10 publications

Plagiarism, Internet and Academic Success at the University

Plagiarism, Internet and Academic Success at the University

Internet Addiction: A Review

Relationship between Problematic Internet Use, Depression and Quality of Life Levels of Turkish University Students

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