Socioeconomic status, Internet, academic achievement, children, math, language
In this study, we investigate the mediating effects of children’s Internet use on the relationship between family socioeconomic status and their academic achievement, and whether the mediating effects vary across different academic subjects. We used the data from the China Family Panel Studies on the socioeconomic status of children's families, children’s Internet use, and their academic performance. In the 2014 sample, there were 2,686 participants (females=1,272). In 2016, there were 2,330 participants (females=1,069), and in 2018, there were 2,485 participants (females=1,151). The socioeconomic status and the Internet use were measured by a questionnaire. Standardized tests measured the academic performance. Our findings showed that family socioeconomic status was positively related to math performance, but not significantly related to Chinese performance. The results also indicated that Internet use did not significantly mediate the relationship between family socioeconomic status in 2014 and math performance in 2016, while the frequency of Internet use to study in 2016 partly mediated the relationship between family socioeconomic status in 2016 and math performance in 2018. Our findings suggest that Internet use can only mediate the relationship between family socioeconomic status and math performance and the mediating effects become stronger over time.
Anders, Y., Rossbach, H.G., Weinert, S., Ebert, S., Kuger, S., Lehrl, S., & Maurice, J.V. (2012). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27(2), 231-244. https://doi.org/10.1016/j.ecresq.2011.08.003
Assari, S., Boyce, S., Bazargan, M., & Caldwell, C.H. (2020). Mathematical performance of American youth: Diminished returns of educational attainment of Asian-American parents. Education sciences, 10(2), 32. https://doi.org/10.3390/educsci10020032
Baker, C.E., Kainz, K.L., & Reynolds, E.R. (2018). Family poverty, family processes and children’s preschool achievement: Understanding the unique role of fathers. Journal of Child and Family Studies, 27(4), 1242-1251. https://doi.org/10.1007/s10826-017-0947-6
Camerini, A.L., Schulz, P.J., & Jeannet, A.M. (2018). The social inequalities of Internet access, its use, and the impact on children's academic performance: Evidence from a longitudinal study in Switzerland. New Media & Society, 20(7), 2489-2508. https://doi.org/10.1177/1461444817725918
Cao, F.L., & Su, L.Y. (2007). Internet addiction among Chinese adolescents: Prevalence and psychological features. Child Care Health & Development, 33(3), 275-281. https://doi.org/10.1111/j.1365-2214.2006.00715.x
China Internet Network Information Center (Ed.) (2018). 42nd statistical report on the development of Internet in China. http://bit.ly/37Q2fj3
DeFlorio, L., & Beliakoff, A. (2015). Socioeconomic status and preschoolers' mathematical knowledge: The contribution of home activities and parent beliefs. Early Education & Development, 26(3), 319-341. https://doi.org/10.1080/10409289.2015.968239
Fairlie, R.W., & Robinson, J. (2013). Experimental evidence on the effects of home computers on academic achievement among schoolchildren. Social Science Electronic Publishing. https://doi.org/10.3386/w19060
Farooq, M.S., Chaudhry, A.H., Shafiq, M., & Berhanu, G. (2011). Factors affecting students’ quality of academic performance: A case of secondary school level. Journal of Quality and Technology Management, 7(2), 1-14. https://bit.ly/30c1XPz
Fergusson, D.M., Horwood, L.J., & Boden, J.M. (2008). The transmission of social inequality: Examination of the linkages between family socioeconomic status in childhood and educational achievement in young adulthood. Research in Social Stratification & Mobility, 26(3), 277-295. https://doi.org/10.1016/j.rssm.2008.05.001
Ferraro, K.F., Schafer, M.H., & Wilkinson, L.R. (2016). Childhood Disadvantage and health problems in middle and later life: Early imprints on physical health? American Sociological Review, 81(1), 107-133. https://doi.org/10.1177/0003122415619617
Gómez-García, M., Hossein-Mohand, H., Trujillo-Torres, J.M., Hossein-Mohand, H., & Aznar-Díaz, I. (2020). Technological Factors That Influence the Mathematics Performance of Secondary School Students. Mathematics, 8(11), 1935. https://doi.org/10.3390/math8111935
Habriichuk, L., & Tulchak, L. (2017). Foreign language education and Internet? Advantages and disadvantages. https://bit.ly/2NIaHKv
Hu, L.T., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Hunley, S.A., Evans, J.H., Delgado-Hachey, M., Krise, J., Rich, T., & Schell, C. (2005). adolescent computer use and academic achievement. Adolescence, 40(158), 307-318.
Kim, S.Y., Kim, M.S., Park, B., Kim, J.H., & Choi, H.G. (2017). The associations between Internet use time and school performance among Korean adolescents differ according to the purpose of Internet use. PloS one, 12(4), e0174878. https://doi.org/10.1371/journal.pone.0174878
Kubey, R.W., Lavin, M.J., & Barrows, J.R. (2001). Internet use and collegiate academic performance decrements: Early findings. Journal of Communication, 51(2), 366-382. https://doi.org/10.1111/j.1460-2466.2001.tb02885.x
Liu, A., & Xie, Y. (2015). Influences of monetary and non-monetary family resources on children's development in verbal ability in China. Research in Social Stratification & Mobility, 40, 59-70. https://doi.org/10.1016/j.rssm.2015.02.003
Liu, D., Chung, K.K.H., & Mcbride, C. (2016). The role of SES in Chinese (L1) and English (L2) word reading in Chinese-speaking kindergarteners. Journal of Research in Reading, 39(3), 268-291. https://doi.org/10.1111/1467-9817.12046
Livingstone, S., Mascheroni, G., & Staksrud, E. (2017). European research on children's Internet use: Assessing the past and anticipating the future. New Media & Society, 20(3), 1103-1122. https://doi.org/10.1177/1461444816685930
Marks, G.N., & Pokropek, A. (2019). Family income effects on mathematics achievement: Their relative magnitude and causal pathways. Oxford Review of Education, 45(6), 769-785. https://doi.org/10.1080/03054985.2019.1620717
Mascheroni, G., & Olafsson, K. (2015). The mobile Internet: Access, use, opportunities and divides among European children. New Media & Society, 18(8), 1657-1679. https://doi.org/10.1177/1461444814567986
Meggiolaro, S. (2018). Information and communication technologies use, gender and mathematics achievement: Evidence from Italy. Social Psychology of Education, 21(2), 497-516. https://doi.org/10.1007/s11218-017-9425-7
Mitra, S. (2019). Does collaborative use of the Internet affect reading comprehension in children. Journal of Learning for Development, 6(1), 20-36. https://bit.ly/30bH07e
Muthén, L., & Muthén, B. (2016). Mplus. The comprehensive modelling program for applied researchers: User’s guide, 5.
Park, A., & Hannum, E. (2001). Do teachers affect learning in developing countries? Evidence from matched student-teacher data from China. In Conference Rethinking Social Science Research on the Developing World in the 21st Century (pp. 1-41). http://bit.ly/3q69Kch
Resta, P. (1992). Organizing education for minorities: enhancing minority access and use of the new information technologies in higher education. Education & Computing, 8(1-2), 119-127. https://doi.org/10.1016/0167-9287(92)80021-3
Scheerder, A., Deursen, A.V., & Dijk, J.V. (2017). Determinants of Internet skills, uses and outcomes. A Systematic review of the second- and third-level digital divide. Telematics and Informatics, 34(8), 1607-1624. https://doi.org/10.1016/j.tele.2017.07.007
Stavropoulos, V., Alexandraki, K., & Motti-Stefanidi, F. (2013). Recognizing Internet addiction: Prevalence and relationship to academic achievement in adolescents enrolled in urban and rural Greek high schools. Journal of Adolescence, 36(3), 565-576. https://doi.org/10.1016/j.adolescence.2013.03.008
Xie, Y. (2012). The user’ s guide of the China family panel studies (2010). Institute of Social Science Survey, Peking University.
Zhou, D., Liu, J., & Liu, J. (2020). The effect of problematic Internet use on mathematics achievement: The mediating role of self-efficacy and the moderating role of teacher-student relationships. Children and Youth Services Review, 118, 105372. https://doi.org/10.1016/j.childyouth.2020.105372
This study was supported by the National Social Science Fund of China(15BSH111), Open Project Program of Key Laboratory of Child Development and Learning Science of Ministry of Education, Southeast University (No. CDLS-2019-05), Jiangsu Science, Technology Support Project (BE2018699) and Innovation Fund Project, Tianjin University and Major social science projects of Tianjin Municipal Education Commission (2020JWZD47).
Metrics of this article
Abstract readings: 16622
PDF downloads: 2343
Full metrics of Comunicar 68
Abstract readings: 176364
PDF downloads: 28733
Cites in Web of Science
Currently there are no citations to this document
Cites in Scopus
Currently there are no citations to this document
Cites in Google Scholar
Bittencourt, C. P. D. N. (2021). Infância e TDICs: a tríade cuidar-educar-brincar no campo educativo da criança de 0 a 3 anos na pandemia COVID-19.
Infancia y TDIC: la tríada cuidar-educar-jugar en el ámbito educativo de los niños de 0 a 3 años en la pandemia de la COVID-19 CPN Bittencourt - 2021 - repositorio.unb.br
How to cite
Ye, L., Xia, X., Jiang, P., Jiang, T., & Liu, Y. (2021). The effects of children’s Internet use: A Chinese longitudinal study. [Los efectos del uso de Internet por niños: Un estudio longitudinal en China]. Comunicar, 68, 97-105. https://doi.org/10.3916/C68-2021-08