Palabras clave
Nivel socioeconómico, Internet, éxito académico, niños, matemáticas, idiomas
Resumen
En este estudio, investigamos los efectos mediadores del uso de Internet por parte de los niños en la relación entre el nivel socioeconómico de la familia y su éxito académico y si los efectos mediadores varían entre diferentes disciplinas académicas. Usamos los datos de Estudios de Paneles de las Familias Chinas sobre el nivel socioeconómico de las familias de los niños, el uso de Internet por parte de los niños y su rendimiento académico. Hubo 2.686 participantes en 2014 (mujeres=1.272), 2.330 participantes (mujeres=1.069) en 2016 y 2.485 participantes (mujeres=1.151) en 2018. El estado socioeconómico y el uso de Internet se midieron mediante un cuestionario. Las pruebas estandarizadas midieron el rendimiento académico. Nuestros hallazgos mostraron que el nivel socioeconómico de la familia se relaciona positivamente con el éxito en matemáticas, pero no significativamente con los puntajes chinos. Los resultados indicaron que el uso de Internet no mediaba en la relación entre el estatus socioeconómico familiar en 2014 y el rendimiento matemático en 2016, mientras que la frecuencia de uso de Internet para estudiar en 2016 mediaba en parte la relación entre el estatus socioeconómico familiar en 2016 y el rendimiento matemático en 2018. Nuestros hallazgos proponen que el uso de Internet sólo puede mediar en la relación entre el nivel socioeconómico de la familia y el éxito en matemáticas, y los efectos mediadores se vuelven más fuertes con el paso del tiempo.
Referencias
Anders, Y., Rossbach, H.G., Weinert, S., Ebert, S., Kuger, S., Lehrl, S., & Maurice, J.V. (2012). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27(2), 231-244. https://doi.org/10.1016/j.ecresq.2011.08.003
Link DOI | Link Google Scholar
Assari, S., Boyce, S., Bazargan, M., & Caldwell, C.H. (2020). Mathematical performance of American youth: Diminished returns of educational attainment of Asian-American parents. Education sciences, 10(2), 32. https://doi.org/10.3390/educsci10020032
Link DOI | Link Google Scholar
Baker, C.E., Kainz, K.L., & Reynolds, E.R. (2018). Family poverty, family processes and children’s preschool achievement: Understanding the unique role of fathers. Journal of Child and Family Studies, 27(4), 1242-1251. https://doi.org/10.1007/s10826-017-0947-6
Link DOI | Link Google Scholar
Bonfadelli, & Heinz. (2002). The Internet and knowledge gaps: A theoretical and empirical investigation. European Journal of Communication. https://doi.org/10.1177/0267323102017001607
Link DOI | Link Google Scholar
Bradley, R.H., & Corwyn, R.F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 21(3), 371-399. https://doi.org/10.1146/annurev.psych.53.100901.135233
Link DOI | Link Google Scholar
Brooks-Gunn, J., & Duncan, G.J. (1997). The effects of poverty on children. The Future of Children, 7(2), 55-71. https://doi.org/10.2307/1602387
Link DOI | Link Google Scholar
Camerini, A.L., Schulz, P.J., & Jeannet, A.M. (2018). The social inequalities of Internet access, its use, and the impact on children's academic performance: Evidence from a longitudinal study in Switzerland. New Media & Society, 20(7), 2489-2508. https://doi.org/10.1177/1461444817725918
Link DOI | Link Google Scholar
Cao, F.L., & Su, L.Y. (2007). Internet addiction among Chinese adolescents: Prevalence and psychological features. Child Care Health & Development, 33(3), 275-281. https://doi.org/10.1111/j.1365-2214.2006.00715.x
Link DOI | Link Google Scholar
Cheng, Y., & Wu, X. (2017). The relationship between SES and reading comprehension in Chinese: A Mediation Model. other, 8. https://doi.org/10.3389/fpsyg.2017.00672
Link DOI | Link Google Scholar
China Internet Network Information Center (Ed.) (2018). 42nd statistical report on the development of Internet in China. http://bit.ly/37Q2fj3
Link Google Scholar
DeFlorio, L., & Beliakoff, A. (2015). Socioeconomic status and preschoolers' mathematical knowledge: The contribution of home activities and parent beliefs. Early Education & Development, 26(3), 319-341. https://doi.org/10.1080/10409289.2015.968239
Link DOI | Link Google Scholar
Dijk, J.V., & Hacker, K. (2003). The digital divide as a complex and dynamic phenomenon. Information Society, 19(4), 315-326. https://doi.org/10.1080/01972240309487
Link DOI | Link Google Scholar
Duncan, G.J., Brooks-Gunn, J., & Klebanov, P.K. (1994). Economic deprivation and early childhood development. Child Dev, 65(2), 296-318. https://doi.org/10.2307/1131385
Link DOI | Link Google Scholar
Fairlie, R.W., & Robinson, J. (2013). Experimental evidence on the effects of home computers on academic achievement among schoolchildren. Social Science Electronic Publishing. https://doi.org/10.3386/w19060
Link DOI | Link Google Scholar
Farooq, M.S., Chaudhry, A.H., Shafiq, M., & Berhanu, G. (2011). Factors affecting students’ quality of academic performance: A case of secondary school level. Journal of Quality and Technology Management, 7(2), 1-14. https://bit.ly/30c1XPz
Link Google Scholar
Fergusson, D.M., Horwood, L.J., & Boden, J.M. (2008). The transmission of social inequality: Examination of the linkages between family socioeconomic status in childhood and educational achievement in young adulthood. Research in Social Stratification & Mobility, 26(3), 277-295. https://doi.org/10.1016/j.rssm.2008.05.001
Link DOI | Link Google Scholar
Ferraro, K.F., Schafer, M.H., & Wilkinson, L.R. (2016). Childhood Disadvantage and health problems in middle and later life: Early imprints on physical health? American Sociological Review, 81(1), 107-133. https://doi.org/10.1177/0003122415619617
Link DOI | Link Google Scholar
Gómez-García, M., Hossein-Mohand, H., Trujillo-Torres, J.M., Hossein-Mohand, H., & Aznar-Díaz, I. (2020). Technological Factors That Influence the Mathematics Performance of Secondary School Students. Mathematics, 8(11), 1935. https://doi.org/10.3390/math8111935
Link DOI | Link Google Scholar
Habriichuk, L., & Tulchak, L. (2017). Foreign language education and Internet? Advantages and disadvantages. https://bit.ly/2NIaHKv
Link Google Scholar
Hargittai, E. (2001). Second-level digital divide: Differences in people's online skills. First Monday, 7(4). https://doi.org/10.5210/fm.v7i4.942
Link DOI | Link Google Scholar
Hu, L.T., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Link DOI | Link Google Scholar
Huang, C. (2018). Social network site use and academic achievement: A meta-analysis. Computers & Education, 119, 76-83. https://doi.org/10.1016/j.compedu.2017.12.010
Link DOI | Link Google Scholar
Hunley, S.A., Evans, J.H., Delgado-Hachey, M., Krise, J., Rich, T., & Schell, C. (2005). adolescent computer use and academic achievement. Adolescence, 40(158), 307-318.
Link Google Scholar
Kim, S.Y., Kim, M.S., Park, B., Kim, J.H., & Choi, H.G. (2017). The associations between Internet use time and school performance among Korean adolescents differ according to the purpose of Internet use. PloS one, 12(4), e0174878. https://doi.org/10.1371/journal.pone.0174878
Link DOI | Link Google Scholar
Kirkorian, H.L., & Anderson, W.D.R. (2008). Media and young children's learning. Future of Children, 18(1), 39-61. https://doi.org/10.1353/foc.0.0002
Link DOI | Link Google Scholar
Kubey, R.W., Lavin, M.J., & Barrows, J.R. (2001). Internet use and collegiate academic performance decrements: Early findings. Journal of Communication, 51(2), 366-382. https://doi.org/10.1111/j.1460-2466.2001.tb02885.x
Link DOI | Link Google Scholar
Liu, A., & Xie, Y. (2015). Influences of monetary and non-monetary family resources on children's development in verbal ability in China. Research in Social Stratification & Mobility, 40, 59-70. https://doi.org/10.1016/j.rssm.2015.02.003
Link DOI | Link Google Scholar
Liu, D., Chung, K.K.H., & Mcbride, C. (2016). The role of SES in Chinese (L1) and English (L2) word reading in Chinese-speaking kindergarteners. Journal of Research in Reading, 39(3), 268-291. https://doi.org/10.1111/1467-9817.12046
Link DOI | Link Google Scholar
Livingstone, S., Mascheroni, G., & Staksrud, E. (2017). European research on children's Internet use: Assessing the past and anticipating the future. New Media & Society, 20(3), 1103-1122. https://doi.org/10.1177/1461444816685930
Link DOI | Link Google Scholar
Marks, G.N., & Pokropek, A. (2019). Family income effects on mathematics achievement: Their relative magnitude and causal pathways. Oxford Review of Education, 45(6), 769-785. https://doi.org/10.1080/03054985.2019.1620717
Link DOI | Link Google Scholar
Mascheroni, G., & Olafsson, K. (2015). The mobile Internet: Access, use, opportunities and divides among European children. New Media & Society, 18(8), 1657-1679. https://doi.org/10.1177/1461444814567986
Link DOI | Link Google Scholar
Meggiolaro, S. (2018). Information and communication technologies use, gender and mathematics achievement: Evidence from Italy. Social Psychology of Education, 21(2), 497-516. https://doi.org/10.1007/s11218-017-9425-7
Link DOI | Link Google Scholar
Mitra, S. (2019). Does collaborative use of the Internet affect reading comprehension in children. Journal of Learning for Development, 6(1), 20-36. https://bit.ly/30bH07e
Link Google Scholar
Muthén, L., & Muthén, B. (2016). Mplus. The comprehensive modelling program for applied researchers: User’s guide, 5.
Link Google Scholar
Norris, P.N. (2001). Digital divide: Civic engagement, information poverty and the internet world-wide. Info, 5(1). https://doi.org/10.1017/CBO9781139164887
Link DOI | Link Google Scholar
Park, A., & Hannum, E. (2001). Do teachers affect learning in developing countries? Evidence from matched student-teacher data from China. In Conference Rethinking Social Science Research on the Developing World in the 21st Century (pp. 1-41). http://bit.ly/3q69Kch
Link Google Scholar
Park, Y. J. (2015). My whole world's in my palm! The second-level divide of teenagers' mobile use and skill. New Media & Society, 17(6), 977-995. https://doi.org/10.1177/1461444813520302
Link DOI | Link Google Scholar
Resta, P. (1992). Organizing education for minorities: enhancing minority access and use of the new information technologies in higher education. Education & Computing, 8(1-2), 119-127. https://doi.org/10.1016/0167-9287(92)80021-3
Link DOI | Link Google Scholar
Scheerder, A., Deursen, A.V., & Dijk, J.V. (2017). Determinants of Internet skills, uses and outcomes. A Systematic review of the second- and third-level digital divide. Telematics and Informatics, 34(8), 1607-1624. https://doi.org/10.1016/j.tele.2017.07.007
Link DOI | Link Google Scholar
Stavropoulos, V., Alexandraki, K., & Motti-Stefanidi, F. (2013). Recognizing Internet addiction: Prevalence and relationship to academic achievement in adolescents enrolled in urban and rural Greek high schools. Journal of Adolescence, 36(3), 565-576. https://doi.org/10.1016/j.adolescence.2013.03.008
Link DOI | Link Google Scholar
Sutton, R.E. (1991). Equity and computers in the schools: A decade of research. Review of Educational Research, 61(4), 475-503. https://doi.org/10.3102/00346543061004475
Link DOI | Link Google Scholar
Vigdor, J.L., Ladd, H.F., & Martinez, E.G. (2014). Scaling the digital divide: Home computer technology and student achievement. In NBER Working Paper (pp. 1-47). https://doi.org/10.3386/w16078
Link DOI | Link Google Scholar
Wang, L., Li, X., & Li, N. (2014). Socio-economic status and mathematics achievement in China: A review. ZDM, 46(7), 1051-1060. https://doi.org/10.1007/s11858-014-0617-8
Link DOI | Link Google Scholar
Xie, Y. (2012). The user’ s guide of the China family panel studies (2010). Institute of Social Science Survey, Peking University.
Link Google Scholar
Zhou, D., Liu, J., & Liu, J. (2020). The effect of problematic Internet use on mathematics achievement: The mediating role of self-efficacy and the moderating role of teacher-student relationships. Children and Youth Services Review, 118, 105372. https://doi.org/10.1016/j.childyouth.2020.105372
Link DOI | Link Google Scholar
Ficha técnica
Recibido: 15-12-2020
Revisado: 24-01-2021
Aceptado: 15-02-2021
OnlineFirst: 15-04-2021
Fecha publicación: 01-07-2021
Tiempo de revisión del artículo : 40 (en días) | Media de tiempo de revisión de los manuscritos del número 68: 37 (en días)
Tiempo de aceptación del artículo: 62 (en días) | Media tiempo aceptación de los manuscritos del número 68: 78 (en días)
Tiempo de edición OnlineFirst: 153 (en días) | Media tiempo edición de los OnlineFirst del número 68: 169 (en días)
Tiempo de publicacicón final del artículo: 198 (en días) | Media tiempo de publicación final de los articulos del número 68: 214 (en días)
Métricas
Métricas de este artículo
Vistas: 32236
Lectura del abstract: 28401
Descargas del PDF: 3835
Métricas completas de Comunicar 68
Vistas: 369581
Lectura del abstract: 323143
Descargas del PDF: 46438
Citado por
Citas en Web of Science
Actualmente no existen citas hacia este documento
Citas en Scopus
Actualmente no existen citas hacia este documento
Lin Ye, Universidad Shanghai Jiaotong (China)
