Ключевые слова
Социально-экономическое положение, интернет, успехи в учебе, дети, математика, языки
Резюме
В данном исследовании мы исследуем посредническое влияние использования интернета детьми на связь между социально-экономическим статусом семьи и их успеваемостью, а также выясняем, различаются ли посреднические эффекты в разных академических дисциплинах. Мы используем данные китайских семейных групповых исследований о семейном социально-экономическом положении детей, использовании ими Интернета и их успеваемости. В 2014 году насчитывалось 2686 участников (женщины=1272), в 2016 году - 2330 (женщины=1069) и в 2018 году - 2485 (женщины=151). Социально-экономическое положение и использование Интернета измерялось с помощью анкеты. Стандартизированные тесты измеряли академическую успеваемость. Наши результаты показали, что социально-экономический статус семьи положительно связан с успеваемостью в математике, но не существенно по отношению к китайским оценкам. Результаты показали, что использование Интернета не является посредником в установлении связи между социально-экономическим статусом семьи в 2014 году и успеваемостью по математике в 2016 году, в то время как частота использования Интернета для обучения в 2016 году частично является посредником в установлении связи между социально-экономическим статусом семьи в 2016 году и успеваемостью по математике в 2018 году. Наши выводы показывают, что использование Интернета может лишь опосредовать взаимосвязь между социально-экономическим статусом семьи и успеваемостью по математике, и с течением времени посреднический эффект становится все сильнее.
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Техническая спецификация
Получила: 15-12-2020
пересмотренный: 24-01-2021
Принятый: 15-02-2021
OnlineFirst: 15-04-2021
Дата публикации: 01-07-2021
Время пересмотра статьи: 40 дней | Среднее время пересмотра вопроса 68: 37 дней
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Lin Ye, Shanghai Jiaotong University (Китай (Китайская Народная Республика))
