scholarly journals Predictive Effect of Internet Addiction and Academic Values on Satisfaction With Academic Performance Among High School Students in Mainland China

2021 ◽  
Vol 12 ◽  
Author(s):  
Diya Dou ◽  
Daniel T. L. Shek
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Academic Success ◽  
Internet Addiction ◽  
Intrinsic Value ◽  
Mainland China ◽  
Equation Modeling ◽  
Academic Values ◽  
Utility Value ◽  
School Students

Academic performance occupies an important role in adolescent development. It reflects adolescents’ cognitive ability and also shapes their academic and career paths. Students who are satisfied with their school performance tend to show higher self-esteem, confidence, and motivation. Previous research has suggested that students’ problem behaviors, such as Internet Addiction (IA), and academic values, including intrinsic and utility values, could predict satisfaction with academic performance. However, the influence of IA and academic values has not been thoroughly explored in Chinese contexts where the pressure for academic success is heavy. This study examined the relationships between IA, academic values (intrinsic and utility value), and satisfaction with academic performance using two waves of data collected from secondary school students in four cities in mainland China. The matched sample included a total of 2,648 Grade 7 or 8 students (57.1% were boys with a mean age of 13.1 years at Wave 1). Participants completed the same questionnaire containing validated measures at both waves with a 1-year interval. In line with the hypotheses, multiple regression analyses showed that Wave 1 IA was a significant negative predictor of Wave 2 intrinsic value, utility value, and satisfaction with academic performance and their changes. Results of mediation analyses revealed that only intrinsic value, but not utility value, positively predicted satisfaction with academic performance. Structural equation modeling (SEM) analyses also showed similar findings. Two observations are concluded from the present findings: IA impaired students’ intrinsic value, utility value, and perceived satisfaction with academic performance; two aspects of academic values demonstrated different influences on satisfaction with academic performance. These findings provide implications for the promotion of academic satisfaction experienced by students and the prevention of negative effects of IA.

scholarly journals The Mediating Roles of Emotional Regulation on Negative Emotion and Internet Addiction Among Chinese Adolescents From a Development Perspective

2021 ◽  
Vol 12 ◽  
Author(s):  
Lijuan Liang ◽  
Mingrui Zhu ◽  
Jiali Dai ◽  
Min Li ◽  
Ya Zheng
Keyword(s):  
High School ◽  
High School Students ◽  
Internet Addiction ◽  
Emotional Regulation ◽  
Negative Emotion ◽  
Cognitive Reappraisal ◽  
Chinese Adolescents ◽  
Equation Modeling ◽  
School Students ◽  
Development Stages

Previous researches indicated that emotional regulation can be associated with depression and anxiety, which may be an important mediating factor between emotional regulation and internet addiction. However, the mechanism between these associations has received little attention and it is still unclear. This study has examined 716 Chinese adolescents, 341 were males (47.6%), aged 13 to 18(Mean = 14.58, SD = 1.50), using a cross-sectional survey involving Young's Diagnostic Questionnaire for Internet Addiction, the nine-item Patient Health Questionnaire (PHQ-9), the seven-item Generalized Anxiety (GAD-7) scale, and the Emotion Regulation Questionnaire (ERQ). Correlation analysis, multiple-group analysis and structural equation modeling were carried out in SPSS Statistics version 23 (IBM, Armonk, NY) and AMOS version 21. Cognitive reappraisal had a significantly negative direct effect on Internet addiction (β = −0.118, p < 0.05). Furthermore, negative emotions mediated the relationships between expression suppression and Internet addiction [β = 0.149, 95% CI = (0.099, 0.212)] and the relationship between cognitive reappraisal and Internet addiction [β = −0.101, 95% CI = (−0.147, −0.065)]. The differences in the structure path coefficients for different development stages demonstrated that recognitive reappraisal showed more protective roles for negative emotion (p < 0.01), and negative emotion also predict Internet addiction more effectively in high school students (p < 0.001). However, cognitive reappraisal directly predicted negative Internet addiction in junior high school students. Therefore, the intervention on adolescents for internet addiction should not only focus on emotional regulation and negative emotion, but also development stages of adolescents.

scholarly journals Good family function decrease internet addiction and increase academic performance in senior high school students

2020 ◽  
Vol 1 (2) ◽  
pp. 28-31
Author(s):  
I Putu Belly Sutrisna ◽  
I Gusti Ayu Endah Ardjana ◽  
Supriyadi Supriyadi ◽  
Lely Setyawati
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Internet Addiction ◽  
Senior High School ◽  
School Students ◽  
Family Function ◽  
Good Family ◽  
The Family ◽  
Senior High School Students

Background: A good The Internet gives excellent benefits for education. Uncontrolled internet use causes internet addiction may cause a poor outcome, such as academic failure. Family functions hypothetically correlate with internet addiction and academic performance in adolescents at school. The research aims to see the correlations among family function with internet addiction and academic performance in adolescents at senior high school. Method: Participants consisted of 305 adolescents from public senior high school students aged 14-18 years old. This research is using an analytical, cross-sectional method. The family function was assessed by the Family Assessment Device-Indonesian version (FAD-Ina). Internet addiction was assessed with Internet addiction Test Indonesian version (IAT-Ina). The student’s academic performance was obtained from the school report card at that time. Results: The result of this research shows that 76.4% of senior high school students have an internet addiction. The family function had a positive correlation and significant result with internet addiction (R=0.336, p <0.05). The family function had a negative correlation and significant result with academic performance (R=0.176, p <0.05). Internet addiction had a positive correlation and significant result with academic performance (R=0.128, p <0.05). Good family function in adolescents has four times decrease for internet addiction risk compared with bad family function (OR=4.290). Conclusion: This research shows that there was a 76.4% prevalence of internet addiction in adolescents at senior high school. A good family function can decrease internet addiction and increase academic performance in the adolescent. Good family function decreased internet addiction risk four times.

scholarly journals Concurrent and Longitudinal Relationships between Positive Youth Development Attributes and Adolescent Internet Addiction Symptoms in Chinese Mainland High School Students

2021 ◽  
Vol 18 (4) ◽  
pp. 1937
Author(s):  
Diya Dou ◽  
Daniel T. L. Shek
Keyword(s):  
High School ◽  
Life Satisfaction ◽  
High School Students ◽  
Youth Development ◽  
Positive Youth Development ◽  
Internet Addiction ◽  
Prevention Programs ◽  
Equation Modeling ◽  
Evidence Based ◽  
School Students

In view of growing adolescent Internet addiction (IA) in the global context, there is a great need to understand the predictors of IA and design related evidence-based intervention and prevention programs. This longitudinal study investigated the relationships between Positive Youth Development (PYD) attributes and IA problems and the mediating role of life satisfaction using a large sample of Chinese high school students (N = 2648). Separated by one academic year, students completed a questionnaire evaluating their adolescent psychosocial adjustment, including validated PYD and IA measures. Multiple regression and structural equation modeling analyses were used. Consistent with the theoretical predictions of PYD models, results revealed a significant negative influence of PYD attributes on IA symptoms concurrently and longitudinally. In particular, general PYD attributes, such as emotional competence, spirituality, and resilience, showed strong and stable protective effects against IA. Life satisfaction also served as a mediator of the influence of all measures of PYD attributes on IA symptoms. The study underlines the importance of PYD attributes in promoting adolescents’ life satisfaction and preventing IA, and thus contributes to the design and implementation of evidence-based intervention and prevention programs.

scholarly journals Internet Addiction, Mental Health and Academic Performance of School Students/Adolescents

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Nayanika Singh ◽  
K. C. Barmola
Keyword(s):  
Mental Health ◽  
Information Technology ◽  
Academic Performance ◽  
High School Students ◽  
Internet Addiction ◽  
Internet Usage ◽  
The Other ◽  
The Internet ◽  
School Students ◽  
Use Of Internet

Every student desires to perform well in schooling whether it is academic performance or others. Students’ performance gets distorted by many factors like overburden, difficulty of subject etc. Information technology has put another kind of burden on students. It is interesting on one hand while distracting on the other hand. This is mainly use of internet among adolescents due increasing literacy of computer and its uses in day today life. Observing present scenario the current study is aimed to find out the effect of internet addiction on mental health and academic performance of students. The sample consisted of 100 high school students, age ranging, 14 to 16 years drawn randomly from English medium schools of Rishikesh & Haridwar (Uttarakhand). Findings of the present study revealed that there was a significant effect of internet addiction on academic performance and mental health of students/adolescents. Results further indicated that the students who were in the severe and profound groups of internet addiction were found to have detrimental effects on both in their academic performance and mental health rather than the students who were addicted to the internet usage moderately.

Academic Stress and Emotion Regulation in the Iranian Female Students with High and Low Academic Performance

2017 ◽  
Vol 41 (S1) ◽  
pp. s787-s788
Author(s):  
S. Piryaei ◽  
M. Mohebbi ◽  
M. Khademi Ashkzari ◽  
E. Khademi Ashkezari
Keyword(s):  
Emotion Regulation ◽  
Academic Performance ◽  
High School Students ◽  
Academic Success ◽  
Academic Failure ◽  
Academic Stress ◽  
Female Students ◽  
School Students ◽  
Coping With Stress ◽  
Competing Interest

IntroductionThis paper examines the similarities and differences between academic stress and emotion regulation and investigates that the association between emotion regulation and academic stress may be explained the level of academic success among female students.ObjectivesThis research suggests that students vary in their ability to regulate emotions and cope with academic stress, and these abilities may differ across the level of student's academic success. Identifying the academic stress and quality of emotion regulation strategies will lead to practical implications for promoting student's with low or high academic success.AimsThe present study aims to compare academic stress and emotion regulation in the female students with high and low academic performance.MethodsA total of 162 high school students (mean age = 15.26) were selected by cluster random sampling method. They were categorized as students with high (87 students) and low (75 students) academic performance by average of their academic performance. Emotion regulation questionnaire, educational stress scale for adolescents and academic performance were administered. One-way MANOVA was conducted on academic stress and emotion regulation.ResultsThe results of analysis were significant only for emotion regulation, F (5, 156) = 5.34, P = .001. Mean score of students with low academic performance in the emotion regulation was significantly lower than students with high academic performance.ConclusionsThe extent to which variation in emotion regulation and coping with stress can be considered as a key factor of academic failure/success in educational settings.Disclosure of interestThe authors have not supplied their declaration of competing interest.

School Connectedness, Academic Self-Efficacy, and Academic Performance: Mediating Role of Hope

2021 ◽  
pp. 003329412110069
Author(s):  
Hossien Zeinalipour
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Self Efficacy ◽  
School Connectedness ◽  
Efficacy Beliefs ◽  
Equation Modeling ◽  
School Students ◽  
Statistical Population ◽  
Academic Self Efficacy

The present study explored the effects of school connectedness and academic self-efficacy beliefs on academic performance among male and female high school students. It was hypothesized that hope would mediate the effects of school connectedness and academic self-efficacy beliefs on academic performance. The statistical population of the study included all high school students in a city of Iran, from whom 500 individuals were selected as the study sample using multistage random sampling. To collect the required data, three questionnaires – i.e., academic self-efficacy subscale from the Patterns of Adaptive Learning Scale by Midgley et al., Children’s Hope Scale by Snyder et al., and Brown and Evans’ School Connectedness Scale – were used. Structural equation modeling (SEM) was also applied to evaluate the proposed model, and the results indicated the statistical significance of all the path coefficients between the variables. The model showed the positive and significant relation of school connectedness, academic self-efficacy beliefs, and hope with academic performance and the relation of school connectedness and academic self-efficacy beliefs with hope. The fit indices showed that the model was well-fitted. Furthermore, the significance of all the indirect relationships was also confirmed. We concluded that, the high levels of school connectedness and academic self-efficacy are associated with high academic performance and hope seems to be an important mediator of these relationships.

Registration patterns, student characteristics and dual enrollment success in Georgia

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Reanna Berry ◽  
Mark Allen Partridge ◽  
Tracey King Schaller ◽  
P. Wesley Routon
Keyword(s):  
High School Students ◽  
Academic Success ◽  
Dual Enrollment ◽  
Structural Equation ◽  
Descriptive Analysis ◽  
Cost Savings ◽  
Economic Benefits ◽  
Equation Modeling ◽  
School Students ◽  
Content Type

PurposeDuring 2016–2020, the number of high school students enrolled at Georgia postsecondary institutions increased by over 110% and public spending on dual enrollment more than doubled (Georgia Student Finance Commission, 2020). Benefits to dual enrollment students include improved college performance and shorter time to graduation (An and Taylor, 2015; Blankenberger et al., 2017), which translates into significant tuition cost savings and higher potential wages (Partridge et al., 2020). In light of these economic benefits, this paper examines the subject-taking patterns of dual enrollment students and factors associated with successful outcomes.Design/methodology/approachThe authors analyzed longitudinal records of 1,931 dual enrollees at a public, four-year institution in metro-Atlanta during and between the 2015–16 and 2018–19 academic years. They performed a descriptive analysis, partial least squares structural equation modeling and regression analysis to examine the relationships between subject enrollment patterns, academic success and student demographics.FindingsFemale students fair better academically as dual enrollees than male students. Black students enroll in fewer and less varied courses. The same is true for students from more affluent neighborhoods, who may feel less need to take advantage of dual enrollment as a pathway to collegiate success. Neighborhood affluency does not appear related to dual enrollment success. Younger dual enrollment students, unsurprisingly complete more courses but do no better or worse academically in the average course. Some academic subjects are much more strongly related to the longevity of a student's dual enrollment than others.Originality/valueThere is limited published research on specific subject-taking patterns and success for dual enrollment students.

scholarly journals Motivation, Fortitude and Success: The Impact of Academic Efficacy and Academic Commitment on Academic Performance among Minority High School Students

2018 ◽  
Vol 1 (2) ◽  
pp. 93
Author(s):  
Christina Hughes ◽  
Carla Jones-Adams ◽  
David Branham Sr.
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Academic Success ◽  
Positive Impact ◽  
Academic Efficacy ◽  
School Students ◽  
Education Outcomes ◽  
The Impact ◽  
The Relationship

<em>The importance of understanding the elements of success in the education of minority high school students is immense. Recognizing the causes of academic success for these students allows educators to employ better educational and motivational strategies. It has been shown that academic efficacy and academic commitment have a positive impact on academic performance. However, the interaction and relationship between these two variables in having a positive effect on education outcomes among minority high school students is not clear. This paper looks at the relationship between academic efficacy and academic commitment on academic performance among minority high school students. The findings reveal that academic commitment is positively associated with academic performance. However, while academic efficacy has a positive impact on academic commitment the results show that academic efficacy has no direct impact on academic performance among the respondents.</em>

scholarly journals Attitude and Academic Success in Practical Agriculture: Evidence from Public Single-Sex High School Students in Ibadan, Nigeria

2019 ◽  
pp. 1-18
Author(s):  
Olutosin A. Otekunrin ◽  
Oluwaseun A. Otekunrin ◽  
Leah O. Oni
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Academic Success ◽  
Teaching And Learning ◽  
Achievement Test ◽  
Agricultural Science ◽  
Multiple Comparison ◽  
School Students ◽  
Single Sex

This study examined the attitude and academic performance of public single-sex (Boys’ and Girls’ only) high school students in the teaching and learning of Agricultural Science in the aspect of practical knowledge of Agriculture. We investigated whether there were significant differences in the mean achievement test scores of students in practical Agriculture in the selected schools. We also examined the relationship between their academic performance in practical agriculture and their attitude to the subject. The study was a descriptive survey design carried out at Ibadan Metropolis, Nigeria. Six public single-sex (Boys’ and Girls’ only) schools were randomly selected from three Local Government Areas (LGAs) within Ibadan Zone comprising eleven LGAs in 2018. Sixty-nine Senior Secondary School (SSS III) students were randomly selected in Boys’ only (3) schools while ninety-seven students were randomly selected in Girls’ only (3) schools giving a total of 166 students that participated in this study. Practical Agricultural Science Students’ Achievement Test (PASSAT) and Students’ Attitude towards Practical Agriculture Questionnaire (SATPAGQ) were used for data collection. The data collected were analyzed using descriptive statistics, One-way Analysis of Variance (ANOVA), Multiple Comparison techniques and t-test for equality of means. The ANOVA test was significant (p = .00). Post Hoc (Tukey HSD) test, a multiple comparison technique on the ANOVA showed that PASSAT mean scores obtained by one Girls’ only school was significantly different from one Boys’ only schools another two Girls’ only schools’ mean scores at 5% significant level. It was found that availability of school farm, use of instructional materials  were not enough to bring about significant boost in academic success in PASSAT especially in three of the schools with less than average mean scores of 34.51, 40.23 and 44.07. The study therefore recommended that government and relevant stakeholders (Parents-Teachers Association, Old Boys’ and Girls’ Association among others) should provide human resources and needed infrastructural facilities for effective teaching and learning of Agricultural Science in both single-sex and Co-educational schools for better academic performance.

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