The effects of ICT-based social media on adolescents' digital reading performance: A longitudinal study of PISA 2009, PISA 2012, PISA 2015 and PISA 2018

Hu, Jie; Yu, Rushi

doi:10.1016/j.compedu.2021.104342

Cited by 65 publications

(47 citation statements)

References 64 publications

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“…For all the forms of cyberbullying considered, most participants reported they have never committed them, and for some behaviours, such as sending mean or aggressive emails, even reports of having perpetrated them sometimes were extremely rare. This last result is possibly related to uncommon use of emails among adolescents [ 74 ]. But other types of cyberbullying, like aggressions by text messages or sending embarrassing photos of someone, were perpetrated at least sometimes by more than 40% of participants, and often (≥ 3 times) by 13–18%.…”

Section: Discussionmentioning

confidence: 99%

How many cyberbullying(s)? A non-unitary perspective for offensive online behaviours

Guidi

Palmitesta²,

Bracci³

et al. 2022

PLoS ONE

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Research has usually considered cyberbullying as a unitary phenomenon. Thus, it has been neglected to explore whether the specific online aggressive behaviours relate differentially to demographic features of the perpetrators of online aggressive actions, their personality characteristics, or to the ways in which they interact with the Internet. To bridge this gap, a study was conducted through a questionnaire administered online to 1228 Italian high-school students (Female: 61.1%; 14–15 yo: 48.%; 16–17 yo: 29.1%; 18–20 yo: 20.4%, 21–25 yo: 1.6%; Northern Italy: 4.1%; Central Italy: 59.2%; Southern Italy: 36.4%). The questionnaire, in addition to items about the use of social media, mechanisms of Moral Disengagement and personality characteristics of the participants in the study, also included a scale for the measurement of cyberbullying through the reference to six aggressive behaviours. The results indicate that cyberbullying can be considered as a non-unitary phenomenon in which the different aggressive behaviours can be related to different individual characteristics such as gender, personality traits and the different ways of interacting with social media. Moreover, the existence of two components of cyberbullying has been highlighted, one related to virtual offensive actions directly aimed at a victim, the other to indirect actions, more likely conducted involving bystanders. These findings open important perspectives for understanding, preventing, and mitigating cyberbullying among adolescents.

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Section: Discussionmentioning

confidence: 99%

How many cyberbullying(s)? A non-unitary perspective for offensive online behaviours

Guidi

Palmitesta²,

Bracci³

et al. 2022

PLoS ONE

View full text Add to dashboard Cite

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“…The Programme for International Student Assessment (PISA) is one of the largest international exams, evaluating the knowledge and abilities of 15-year-olds enrolled in compulsory education (Adam & Tatnall, 2017 ; Srijamdee & Pholphirul, 2020 ). By establishing standardized examinations to assess students’ performance, PISA has proven its reliability (e.g., Hu & Yu, 2021 ; OECD, 2017 ) and validity (Artelt & Schneider, 2015 ; Stadler et al, 2020 ); and it enables quantification and comparison across countries, regions, and even individual schools (Herborn et al, 2020 ; Niemann et al, 2017 ); and so has a substantial influence on educational systems globally (Arpaci et al, 2021 ; Eickelmann et al, 2017 ).…”

Section: Methodsmentioning

confidence: 99%

Impact of extracurricular synchronous and asynchronous computer-mediated communication between students and teachers on digital reading performance: Evidence from 53 countries/regions

2022

Educ Inf Technol

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This study compared the effects of extracurricular synchronous computer-mediated communication (SCMC) and asynchronous computer-mediated communication (ASCMC) between students and teachers on students’ digital reading performance at different frequencies. 392,269 samples from 53 countries/regions that participated in the Programme for International Student Assessment 2018 were collected. Multilevel regression analysis showed that SCMC negatively influenced digital reading performance across countries/regions. As the frequency decreased, the negative effect of SCMC diminished. In contrast, ASCMC at a moderately low frequency could facilitate digital reading performance in some countries/regions; however, as frequency increased, the positive effect became negative. These results showed that synchronicity played a role in predicting students’ digital reading performance. This study also explored the mediating effect of metacognition with Nelson and Naren’s metacognitive control-monitoring model. A multilevel mediation analysis proved that the effects of SCMC and ASCMC on digital reading performance were mediated by students’ metacognition of assessing credibility. Practical implications and suggestions for students’ self-paced learning were discussed with the purpose of promoting the effective use of extracurricular CMC between students and teachers and improving students’ digital reading achievement in the post-COVID-19 pandemic era.

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“…Previous studies are associated with tests focusing on ICT skills [41][42][43]. Most of them distinguish fundamentally between the use of digital methods inside and outside of school, i.e., in the context of digitalized lessons or for leisure activities.…”

Section: Impact Of Digital Preferences On Ese Learning Outcomementioning

confidence: 99%

“…The DNAS instrument was used in this study to evaluate its potential in the school context. There are several established scales for ICT skills [42,72]. However, especially for young students, these are not applicable as the questions are too extensive and the skills tested are too specific.…”

Section: Assessment Of Dnas Valuesmentioning

confidence: 99%

Closing the Gap: Potentials of ESE Distance Teaching

2022

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Environmental and sustainability education (ESE) traditionally relies on green teaching environments and active participation. Thus, during the lockdown phase, a gap between curricular goals and learning outcomes appeared. This study investigates the impact of ESE distance teaching on 288 Bavarian fifth-graders and learning factors that could bridge this gap. The influence of digital preferences on learning progress is examined and compared with the influence of fascination levels. A negative correlation between spending time outside in nature and spending time inside in front of a digital device is expected. A control group completed a learning unit about biological topics such as plant identification and environmental factors, as well as ESE topics such as characteristics of sustainable agriculture, at an out-of-school ESE center. The experimental group completed the same learning unit in distance teaching. Fascination with Biology (FBio) and Digital Nativity Assessment Scale (DNAS) were applied in addition to a customized knowledge test. Both values seem to have a positive impact on learning outcomes. There were no significant differences between the control and experimental group. Surprisingly, Fascination and Digital Nativity show a low, if not negligible, relationship. Implications for digital ESE, especially between outdoor learning centers and schools, are discussed.

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The effects of ICT-based social media on adolescents' digital reading performance: A longitudinal study of PISA 2009, PISA 2012, PISA 2015 and PISA 2018

Cited by 65 publications

References 64 publications

How many cyberbullying(s)? A non-unitary perspective for offensive online behaviours

How many cyberbullying(s)? A non-unitary perspective for offensive online behaviours

Impact of extracurricular synchronous and asynchronous computer-mediated communication between students and teachers on digital reading performance: Evidence from 53 countries/regions

Closing the Gap: Potentials of ESE Distance Teaching

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