مقایسه سازگاری اجتماعی و پیشرفت تحصیلی دانش‎آموزان کاربر اینترنت و غیرکاربر اینترنت

محورهای موضوعی : مدیریت آموزشی

مهرانگیز پیوسته گر ¹ , سوری محرم‌زاده ²

1 - دانشیار گروه روان‌شناسی، دانشگاه الزهرا، تهران، ایران
2 - کارشناس ارشد روان‌شناسی، دانشگاه الزهرا، تهران، ایران

تاریخ دریافت : 1394/06/11 تاریخ پذیرش : 1394/10/11 تاریخ انتشار : 1395/02/01

کلید واژه: پیشرفت تحصیلی, سازگاری اجتماعی, دانش‎آموزان کاربر اینترنت و غیرکاربر اینترنت,

چکیده مقاله :

هدف از پژوهش حاضر، مقایسه سازگاری اجتماعی و پیشرفت تحصیلی در دو گروه از دانش‎آموزان کاربر و غیرکاربر کامپیوتر و اینترنت بود. این پژوهش از نوع مقطعی- مقایسه‌ای بود. جامعه آماری، شامل کلیه دانش‎آموزان دبیرستانی 17-16 ساله کاربر و غیرکاربر اینترنت در سال 1393 بود. افراد نمونه 400 نفر از دانش‎آموزان دختر و پسر سال دوم دبیرستان در شهر تهران بودند. دانش‎آموزان غیرکاربر با استفاده از روش نمونه‎گیری تصادفی طبقه‎ای و دانش‎آموزان کاربر به شیوه همتاسازی (بر اساس سن، جنس و طبقه اجتماعی اقتصادی) انتخاب شدند. برای جمع‌آوری داده‌ها از پرسش‎نامه سازگاری دانش‎آموزان دبیرستانی (AISS) و یک پرسش‌نامه محقق ساخته برای سنجش ویژگی‌های جمعیت شناختی استفاده شد. برای سنجش پیشرفت تحصیلی دانش‎آموزان از مقایسه تفاوت معدل کل نیمسال اول و دوم دو گروه استفاده شد. برای تحلیل داده‎ها،‎‎ از آزمون آماری تی و تحلیل واریانس استفاده شد. نتایج نشان داد که بین دو گروه از دانش‎آموزان در پیشرفت تحصیلی تفاوت معنی‌داری وجود دارد. بدین معنا که دانش‎آموزان کاربر پیشرفت تحصیلی بیشتری از دانش‎آموزان غیرکاربر نشان دادند. اما، بین دو گروه از دانش‎آموزان از نظر سازگاری اجتماعی تفاوتی مشاهده نشد. به علاوه، نتایج آزمون تحلیل واریانس دو طرفه نشان داد تأثیر کاربرد کامپیوتر بر پیشرفت تحصیلی دو جنس یکسان است و در هر دو جنس موجب افزایش پیشرفت تحصیلی می‎‎شود. این نتایج تلویحات مهمی برای مدیران و برنامه‎ریزان در زمینه آموزش شیوه استفاده از اینترنت به دانش‎آموزان دارد.

چکیده انگلیسی:

The aim of this study was to compare social adjustment and academic achievement in two groups of students: users and non-users of the internet. The research method was sectional-comparative. The population of the study was all 16-17-year-old internet-user and internet-non-user high school students in 2014. The subjects of the research were 400 male and female high school students in Tehran. Non-user students were selected through stratified sampling method and users were selected using matching sampling (same range of age, gender and socioeconomic status). The instruments used in this study were the adjustment inventory for high school students (AISS) and a researcher-made questionnaire for assessing demographic characteristics. To measure the students’ academic achievement, their averages of the first and second semesters were compared. Data analysis was conducted using the t test and one way analysis (ANOVA). The results showed that there were significant differences between the two groups in academic achievement. This means that user students achieved higher marks in school. But, no significant difference was observed between the groups in social adjustment. Also results of ANOVA showed the effect of computer use on academic achievement is the same in both male and female students and in both group increase academic achievement. These findings have important implications for planners and educational administrators about teaching students how to use the Internet.

منابع و مأخذ:

1. Afshar Niyakan, S. (2002). Review and compare emotional, social and educational adjustment in male and female students in the fields of mathematics, science and humanities. M.Sc. Thesis, Alzahra University. (in Persian).


2. Ashoori, J., Kajbaf, M., Manshaee, Gh., & Talebi, H. (2014). Comparison the effectiveness of web-based collaborative learning and traditional teaching methods in achievement motivation and academic achiement in biology course. Islamic Azad University, Isfahan Science and Research Branch, Isfahan, Iran. (in Persian).


3. Beer, D., & Burrows, R. (2007). Sociology and, of and in Web 2.0: Some initial considerations. Sociological Research Online, 12(5), article 17. Retrieved November, 2007, from http://www.socresonline.org.uk/12/5/17.html


4. Berg, J., Bergaum, L., & Christoph, K. (2007). Social networking technologies: A ‘Poke’ for campus services. EDUCAUSE Review, 42(2), 32-44.


5. Bessière, K., Kiesler, S., Kraut, R., & Boneva, B. S. (2008). Effects of internet use and social resources on changes in depression. Information Communication and Society, 11(1), 47-70.


6. Bosch, T. E. (2009). Using online social networking for teaching and learning: Facebook use at the University of Cape Town. Communication: South African Journal for Communication Theory and Research, 35(2), 185-200.


7. Boyd, D. M., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer- Mediated Communication, 13(1), article 11. Retrieved June, 2008, from http://jcmc.indiana.edu/vol13/issue1/boyd. ellison.html


8. Cairns R. B., Leung, M. C., Buchanan, L., & Cairns, B. D. (1995). Friendships and social network in children and adolescence: Fluidity, reliability, and inter-relations. Child Dev, 66(5), 1330-1343.


9. Careerbuilder. (2008). One-in-five employers use social networking sites to research job candidates, careerbuilder.com survey finds. Retrieved September 21, from http://www.careerbuilder.com/share/aboutus/pressre leasesdetail.aspx? id=pr459&sd=9/10/2008&ed=12/31/2008


10. Cheung, C., Chiu, P-Y., & Lee, M. (2010). Online social networks: Why do students use Facebook? Computers in Human Behavior, 27(4), 1337-1343.


11. Ellison N. B., Lampe, C., & Steinfield, C. (2009). Social network sites and society: Current trends and future possibilities. Interactions, 16(1), 6-9.


12. Gemmill, E., & Peterson, M. (2006). Technology use among college students: Implications for student affairs professionals. NASPA Journal, 43(2), 280-300.


13. Ghasem Zadeh, L., Shahrara, M., & Moradi, A. (2007). The survey prevalence rates Internet addiction among high school girls in Tehran and comparison addict and non-addict girls to the Internet in variables alone, self-esteem and social skills. Journal of Education, 1(23), 41-68. (in Persian).


14. Heiberger, G., & Junco, R. (2011). Meet your students where they are: Social media. Journal of Higher Education Advocate, 28(5), 6-9.


15. Hill, K., & Heiberger, G. (2012). Assessing the impact of metacognition and reading lessons on metacognitive awareness and reading comprehension in introductory biology. Microbiology and Biology Education, 13(1), 105-123.


16. Kaltiala-Heino, R., Lintonen, T., & Rimpelä, A. (2004). Internet addiction? Potentially problematic use of the Internet in a population of 12-18 year-old ado-lescents. Addict Res Ther, 12(1), 89-96.


17. Kim, K., Ryu, E., Chon, M. Y., Yeun, E. J., Choi, S. Y., Seo J. S., et al. (2006). Internet addiction in Korean adolescents and its relation to depression and suicidal ideation: A questionnaire survey. Int J Nurs Stud, 43(2), 185-192.


18. Ko, C. H., Yen, J. Y., Chen C. C., Chen, S. H., Wu, K., & Yen, C. F. (2006). Tridimensional personality of adolescents with Internet addiction and substance use experience. Can J Psychiatry, 51(14), 887-894.


19. Lampe, C., Ellison, N., & Steinfield, C. (2006). A Face (book) in the crowd: social searching vs. social browsing. Proceedings of the 2006 20th Anniversary Conference on Computer Supported Cooperative Work, 167-170.


20. Leander, K. M., & McKim, K. K. (2003). Tracing the everyday "sitings" of adolescents on the Internet: A strategic adaptation of ethnography across online and offline spaces. Education, Communication, and Information, 3(2), 211-240.


21. Mansouri, S. (2008). Comparison the effect of ordinary and smart schools on development of critical thinking skills and achievement motivation on third high school students. M.S. Thesis, Allameh Tabatabaei University. (in Persian).


22. Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I’ll see you on ‘Facebook’: The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56, 1-17.


23. Miniwatts Marketing Group. (2011). World internet users and population stats. Retrieved from http://www.internetworldstats.com/stats.htm


24. Omidwar, A., & Saremi, A. (2002). Internet addiction (descriptions, etiology, prevention, treatment and Internet Addiction Disorder scale). Mashhad: Tamrin Publications. (in Persian).


25. Pasek, J., More, E., & Hargittai, E. (2009). Facebook and academic performance: Reconciling a media sensation with data. First Monday, 14(5). np. Retrieved from http://webuse.org/pdf/PasekmoreHargittai-FacebookFM09.pdf


26. Ranney, J. D., & Troop-Gordon, W. (2012). Computer mediated communication with distant friends: Relations with adjustment during students’ first semester at college. Educational Psychology, 104, 848-861.


27. Rausch, J. L., & Hamilton, M. W. (2006). Goals and distractions: Explanations of early attrition from traditional university freshmen. The Qualitative Report, 11(2), 317-334.


28. Salaway, G., Caruso, J. B., & Nelson, M. R. (2008). The ECAR study of undergraduate students and information technology. Boulder, CO: Edu cause Center for Applied Research.


29. Sinha, A. K. P., & Singh, R. P. (2005). Manual for adjustment Inventory for school students. Agra: National Psychological Corporation.


30. Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C. S., & Covarrubias, R. (2012). Unseen disadvantage: How American universities’ focus on independence undermines the academic performance of first generation college students. Personality and Social Psychology, 102, 1178-1197.


31. Terri, L., & Towner, C. (2011). Facebook and education: A classroom connection? In Charles Wankel (Ed.) Educating Educators with Social Media (Cutting-edge Technologies in Higher Education), 1(5), 6-9, 33 -57.


32. Williams, D. (2006). On and off the net: Scales for social capital in an online era. Journal of Computer-Mediated Communication, 11(2), 593-628.


33. Wilson, K., Fornasier, S., & White, K. (2010). Psychological predictors of young adults’ use of social networking sites. CyberPsychology, Behavior, and Social Networking, 13(2), 173-177.


34. Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2004). The scientific base linking social and emotional learning to school success. In J.: What does the research say? (pp. 3-22). New York: Teachers.