Longitudinal Impacts of Home Computer Use on Primary School Children's Reading and Mathematics Achievement

Autor/inn/en	Talaee, Ebrahim; Sylva, Kathy; Evangelou, Maria; Noroozi, Omid
Titel	Longitudinal Impacts of Home Computer Use on Primary School Children's Reading and Mathematics Achievement
Quelle	In: International Electronic Journal of Elementary Education, 11 (2018) 2, S.125-134 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Computer Use; Family Environment; Reading Achievement; Mathematics Achievement; Elementary School Students; Longitudinal Studies; Correlation; Path Analysis; Models; Socioeconomic Background; Metacognition; Scores; Foreign Countries; Student Characteristics; Family Characteristics; United Kingdom (England) + Suchen Sie Ihr Suchwort? Familienmilieu; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Pfadanalyse; Analogiemodell; Sozioökonomische Lage; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland
Abstract	This study investigates the impact of children's Home Computer Use (HCU), both educational and recreational, on their achievement in Reading and Mathematics during primary school. The data are taken from a longitudinal study in England called Effective Provision of Preschool, Primary and Secondary Education (EPPSE). Hierarchical linear regressions were employed to investigate the main (direct) effects, and path analyses were applied to study the mediation (indirect) effects of HCU on pupils' school achievement. The main effect models indicated that HCU has very little 'extra' impact on children's school results over and beyond their prior achievement and demographic background. By contrast, results from path analyses showed a statistically significant mediation effect, through the home learning environment and self-regulation, on children's Reading and Mathematics scores. The implications of the findings for policy and practice are also discussed. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01