Motives of excessive Internet use and its impact on the academic performance of business students in Pakistan

Islam, Samina; Malik, Muhammad Imran; Hussain, Saddam; Thursamy, Ramayah; Shujahat, Muhammad; Sajjad, Muhammad

doi:10.1080/14659891.2017.1388857

Cited by 7 publications

(4 citation statements)

References 51 publications

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“…The results were consistent with the studies by Zarei and Ghorbani (10), Gagnon (21), Diug et al (20), Kolluru and Varughese (19) regarding the effect of virtual social networks on AE and were inconsistent with those of Islam et al (25), and Kirschner and Karpinski (22) regarding the lack of effects of virtual social networks on AE.…”

Section: Discussionsupporting

confidence: 49%

“…Enrique investigated new challenges for ICT in education including the definition of the set of digital skills that teachers and students need to acquire, the integration of these skills in the curriculum, the design and implementation of strategies (24). The results of the study by Islam et al supported the view that entertainment, social interaction, information seeking, and economic motives play a significant role in excessive Internet usage (25). The aforementioned results were also reported by different studies conducted on the same issue.…”

Section: Introductionsupporting

confidence: 59%

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Comparing Students’ Academic Engagement Based on How Much They Use Social Networks in Learning English

Zamani

Talebi

2018

Interdiscip J Virtual Learn Med Sci

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Background: The current study aimed at comparing students' academic engagement (AE) based on their educational use of social networks (EUSN) in learning English at the Iran language Institute (ILI), Tabriz branch. Methods: The current study evaluated the status of EUSN and AE on 204 English language learners (ELLs). The population of the study consisted of all ELLs (n = 1874) studying at the Tabriz branch of ILI in the spring of 2017. The instruments used in the current study to measure variables were the Reeve and Tseng AE questionnaire (α = 0.968) and a researcher-made questionnaire (α = 0.966) for EUSN. Results:The results of ANOVA and least significant difference (LSD) showed that students' AE varied according to their EUSN. AE of

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Section: Discussionsupporting

confidence: 49%

Section: Introductionsupporting

confidence: 59%

Comparing Students’ Academic Engagement Based on How Much They Use Social Networks in Learning English

Zamani

Talebi

2018

Interdiscip J Virtual Learn Med Sci

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“…For example, a study of nursing students showed a positive association between academic network abuse and academic burnout (r = 0.305, p < 0.001), but a negative association between Internet abuse and academic performance (r = −0.478, p < 0.001) [ 52 ]. The overuse of the Internet or a social network addiction has a negative and significant impact on students’ academic performance [ 53 , 54 ], and a meta-analysis based on 100,000 students showed that burnout leads to poorer academic performance [ 55 ].…”

Section: Literature Reviewmentioning

confidence: 99%

Classroom Digital Teaching and College Students’ Academic Burnout in the Post COVID-19 Era: A Cross-Sectional Study

Song

Wang

Zhang

2022

IJERPH

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The continued development of digital technology and its overuse in teaching and learning in the post-epidemic era have brought about digital health risks, which are associated with academic burnout among college students. This study focused on the relationship between classroom digital teaching and students’ academic burnout and designed the Classroom Burnout Inventory (CBI) and the Classroom Burnout Causes Inventory (CBCI) to conduct a cross-sectional survey of 206 Chinese university students. Correlations and regression analyses were conducted between key factors and burnout values through a path model of “Digital teaching-Teaching & learning process-Causes subjects-Burnout”. The results of the study show that an inappropriate and excessive use of unintegrated digital teaching and learning technologies in the classroom was positively correlated with academic burnout among college students. Burnout levels and the three manifestations were not correlated with students’ gender, grade, and major. In terms of causes, the academic burnout of college students was more correlated with their own personal reasons than with external factors such as teachers, universities, and environments. Integrating digital technology platforms, enhancing teacher leadership in the digital classroom, and strengthening peer support and students’ psychological resilience are all meaningful explorations of academic burnout prevention strategies.

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“…Dhir et al (2017) investigaron sobre un debate que nació a la vez que el propio uso educativo de las redes, en este caso aplicado a Facebook: por un lado, existía la recomendación de utilizarlas en el aula, por otro lado, la desconfianza de los docentes y la creencia de que un uso demasiado intensivo pudiera tener efec- 2021, 39(2) tos negativos sobre el aprendizaje; esta brecha se abordó a través de la TU&G, y se concluyó que su aplicación no predecía un exceso de uso significativo en el aula y desarrollaron implicaciones prácticas para educadores y pedagogos. Islam et al (2018aIslam et al ( , 2018b, en sus dos artículos, también se ocuparon del uso intensivo de Internet, y entre otros medios, de las redes en el ámbito universitario; los resultados indicaron que factores, como el entretenimiento, los motivos económicos y la interacción social, generaban un uso excesivo y provocaban un impacto negativo. Klobas et al (2018) analizaron el abuso de YouTube entre los estudiantes universitarios, y compararon la motivación de conseguir información académica con la de entretenimiento, esta última se asociaba al uso compulsivo, y de este modo la motivación informativa quedaba en un segundo plano.…”

Section: Psicología Educativaunclassified

Implicaciones de la Teoría de Usos y Gratificaciones en las prácticas mediadas por redes sociales en el ámbito educativo. Una revisión sistemática de la literatura

Fernández

Calderón-Garrido

2021

Aloma

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Las tensiones entre los diferentes agentes educativos y la sociedad han propiciado infinidad de cambios en relación con los recursos que se usan para gestionar las diferentes relaciones. En la actualidad, las redes sociales se presentan como un recurso más a las que docentes y discentes recurren por diversos motivos. La Teoría de Usos y Gratificaciones se presenta como un enfoque óptimo para conocer las motivaciones que tienen los usuarios. En este artículo se realiza un análisis de la literatura científica publicada en SCOPUS y JCR entre los años 2001 y 2020 sobre la aplicación de dicha teoría a las redes sociales en el ámbito educativo. Los resultados obtenidos muestran que los artículos se distribuyen en tres temáticas principales: investigación educativa, psicología educativa y comunicación o información educativa. Como conclusión, se ha detectado que la Teoría de Usos y Gratificaciones otorga una perspectiva crítica que expone, con mayor tendencia, las limitaciones de las redes sociales. Sin embargo, también se han observado propuestas para las buenas prácticas.

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Motives of excessive Internet use and its impact on the academic performance of business students in Pakistan

Cited by 7 publications

References 51 publications

Comparing Students’ Academic Engagement Based on How Much They Use Social Networks in Learning English

Comparing Students’ Academic Engagement Based on How Much They Use Social Networks in Learning English

Classroom Digital Teaching and College Students’ Academic Burnout in the Post COVID-19 Era: A Cross-Sectional Study

Implicaciones de la Teoría de Usos y Gratificaciones en las prácticas mediadas por redes sociales en el ámbito educativo. Una revisión sistemática de la literatura

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