Investigating the relationship between thinking style and personal electronic device use and its implications for academic performance

被引：25

作者：

Chen, Ru-Shen ^{[1
]}

Ji, Chang-Ho ^{[2
]}

机构：

[1] Chihlee Inst Technol, Dept Educ, Taipei, Taiwan

[2] La Sierra Univ, Dept Sch Psychol & Counseling, Riverside, CA 92505 USA

来源：

COMPUTERS IN HUMAN BEHAVIOR | 2015年 / 52卷

关键词：

Personal electronic device; Thinking style; Academic performance; INTERNET USE; LEARNING STYLES; STUDENTS; ADOLESCENTS; FLUENCY; ADDICTION; USAGE;

D O I：

10.1016/j.chb.2015.05.042

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

This article examines the relationship between students' thinking style and the level of their use of personal electronic devices (PEDs). Also investigated are the educational connotations of PED use and the moderating effect of abstract/concrete reasoning on the relationship between PED use and academic performance. To these ends, 506 Taiwanese college students were surveyed. The results point to the significance of concrete reasoning for the prevalence of non-educational PED use, while thinking style is not statistically useful in explaining educational use of PEDs. We also find that thinking style interacts with educational PED use in determining academic performance. As a whole, using PEDs can be academically beneficial or harmful for students depending on whether they use PEDs for educational or non-educational purposes. (C) 2015 Elsevier Ltd. All rights reserved.

引用

页码：177 / 183

页数：7

共 42 条

[1] A Study on Turkish Adolescent's Internet Use: Possible Predictors of Internet Addiction [J].