A cross-cultural qualitative examination of social-networking sites and academic performance

被引：11

作者：

Ozer, Ipek ^{[1
]}

Karpinski, Aryn C. ^{[1
]}

Kirschner, Paul A. ^{[2
]}

机构：

[1] Kent State Univ, Sch Fdn Leadership & Adm, Kent, OH 44240 USA

[2] Open Univ Netherlands, Ctr Learning Sci & Technol, NL-9218 XC Heerlen, Netherlands

来源：

INTERNATIONAL CONFERENCE ON EDUCATION & EDUCATIONAL PSYCHOLOGY 2013 (ICEEPSY 2013) | 2014年 / 112卷

关键词：

Social Networking Sites (SNSs); Academic Performance; Qualitative Content Analysis; FACEBOOK; STUDENTS;

D O I：

10.1016/j.sbspro.2014.01.1244

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Social-networking site (SNS) use, specifically Facebook (R), has remained a controversial subject for many educators and media. Recent studies discuss the negative and positive impacts of SNSs on students' academic performance. This qualitative study examines the impact of SNSs on students' academic performance via open-ended survey responses in the United States (US) and Europe. Responses were examined using the Qualitative Content Analysis (QCA). Findings from this study indicate the differences in perceptions between students in the US and Europe. Overall, common themes indicated that the majority of students claimed they feel SNSs do not impact their grades. Many European students (32.0%) indicated that they use SNSs for their school work, whereas 31.7% of US students mentioned being a responsible student. (C) 2013 The Authors. Published by Elsevier Ltd.

引用

页码：873 / 881

页数：9

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