The Relationships of Internet Addiction, Learning Attitude and Academic Achievement in Elementary School Students.

• Main Authors: Wang, Ching-Chiao, 王清樵
• Other Authors: Wang, Jung-Tsai
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/35688761772316735826

碩士 === 台灣首府大學 === 教育研究所 === 103 === This main purpose of this study was to investigate the relationships of internet addiction, learning attitude and academic achievement in elementary school students. The subjects were 414 elementary school students drawn from Tainan City. The “Interent Addiction Scale”(IAS), “Learning Attitude Scale”(LAS), and “Academic Achievement Test”(AAT) were carried out. MANOVAs were conducted to compare the differences in IAS scores among students with different background. Product-moment correlation, canonical correlation analysis, and structural equation modeling analyses were executed to explore the relationships of internet addiction, learning attitude and academic achievement in elementary school students. The main findings were as follows: 1.Elementary school stdents possessed a below average level of internet addiction. 2.There were significant differences in IAS scores between elementary school students of different gender and different attitude of parents. 3.Elementary school students possessed an above average level of learning attitude. 4.Elementary school students possessed an above average level of academic achievement. 5.There were low but significant negative correlations between IAS scores and AAT scores. Three IAS factors accounted for 7.495% of total variance in three LAS factors. 6.There were low but significant negative correlations between IAS scores and AAT scores. Three IAS factors accounted for 5.147% of total variance in three AAT factors. 7.There were low but significant positive correlations between LAS scores and AAT scores. Three LAS factors accounted for 3.563% of total variance in three AAT factors. 8.Internet addiction had a direct effect on academic achievement, not an indirect effect, through the influence of the mediator of learning attitude. Using 3 IAS factors and 3 LAS factors as predictive variables and 3 ATT factors as criterion variables in “Structural Equdtion Modeling” analysis, the direct effect of IAS factors toward AAT factors was β= -.223, while the indirect effect was β= -.043.