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Title:Različni vidiki uporabe pametnega telefona in učno delovanje srednješolcev : magistrsko delo
Authors:ID Ignatijev, Tjaša (Author)
ID Košir, Katja (Mentor) More about this mentor... New window
Files:.pdf MAG_Ignatijev_Tjasa_2021.pdf (1,49 MB)
MD5: 4394BBAD157294447287741DBECF5823
PID: 20.500.12556/dkum/450199e9-4786-4657-8e31-0f16a832ff9a
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:Mladostniki preživijo veliko svojega časa na pametnih telefonih, zato smo v naši magistrski nalogi izhajali iz vprašanja, kakšno povezavo imajo različni vidiki uporabe pametnega telefona z učenjem in učnim uspehom srednješolcev. Osrednji namen naše raziskave je bil podrobneje preučiti vlogo pogostosti uporabe, motivov za uporabo in zasvojenosti s pametnim telefonom pri napovedovanju učnega uspeha, učne samoregulacije in učne zavzetosti. Na vzorcu 464 slovenskih srednješolcev smo uporabili štiri lestvice: vprašalnik o motivih za uporabo pametnega telefona, kratko lestvico zasvojenosti s pametnim telefonom SAS-SV, prilagojeno različico vprašalnika motivacijskih strategij MSLQ ter vprašalnik učne zavzetosti UWES-S. Vključili smo še vprašanja o uporabi aplikacij na pametnem telefonu ter subjektivno in objektivno oceno časa uporabe pametnega telefona. Rezultati so pokazali, da srednješolci svoj čas uporabe pametnega telefona podcenjujejo – tega v povprečju uporabljajo štiri ure na dan, predvsem iz praktičnih in socialnih motivov. 33 % dijakov je izražalo visoko stopnjo tveganja zasvojenosti s pametnim telefonom. V primerjavi s skupino z nižjo stopnjo tveganja za zasvojenost ti srednješolci pametni telefon uporabljajo pogosteje ter kažejo nižjo stopnjo motivacijske samoregulacije in učne zavzetosti. Analiza rezultatov je pokazala, da pogostost uporabe negativno napoveduje metakognitivno in motivacijsko samoregulacijo ter učno zavzetost. Motivi za uporabo pametnega telefona različno (pozitivno in negativno) napovedujejo vključene vidike učne dejavnosti srednješolcev. Pri tem so se instrumentalni motivi pokazali kot pozitiven napovednik učnega procesa dijakov, socialni motivi pa niso pomemben napovednik nobene od vključenih spremenljivk. Za samoporočano zasvojenost s pametnim telefonom pa so rezultati pokazali, da ta negativno napoveduje motivacijski vidik učnega delovanja srednješolcev. Za obravnavano področje vidimo še veliko možnosti za raziskovanje, praktične implikacije pa so dobrodošle predvsem v izobraževalnem kontekstu.
Keywords:Uporaba pametnega telefona, motivi za uporabo pametnega telefona, zasvojenost s pametnim telefonom, učna uspešnost, učna samoregulacija, učna zavzetost
Place of publishing:Maribor
Place of performance:Maribor
Publisher:[T. Ignatijev]
Year of publishing:2021
Number of pages:1 spletni vir (1 datoteka PDF (IX, 119 str.))
PID:20.500.12556/DKUM-80109 New window
UDC:159.96:621.395.721.5(043.2)
COBISS.SI-ID:87407619 New window
Publication date in DKUM:02.12.2021
Views:1313
Downloads:173
Metadata:XML DC-XML DC-RDF
Categories:FF
:
IGNATIJEV, Tjaša, 2021, Različni vidiki uporabe pametnega telefona in učno delovanje srednješolcev : magistrsko delo [online]. Master’s thesis. Maribor : T. Ignatijev. [Accessed 17 April 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=80109
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:30.08.2021

Secondary language

Language:English
Title:Different aspects of smartphone usage and academic performance of upper secondary school students
Abstract:Due to the great amount of time adolescents spend on their smartphones, this master`s thesis examines the relation between different aspects of smartphone usage and the academic performance of upper secondary school students. The thesis’ primary goal is to research how the frequency of smartphone usage, smartphone usage motives and smartphone addiction predict academic achievement, self-regulated learning, and academic engagement among secondary school students. Four research scales were administrated on a sample of 464 students: the motives of smartphone usage scale, the Smartphone Addiction Scale (SAS-SV), a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ) and the student version of the Utrecht work engagement scale (UWES-S). Questions about the usage of smartphone apps and two (subjective or self-reported and objective or actual) measures of smartphone usage time were included as well. The results showed that students underestimate the time they spend on their smartphone. The average smartphone usage time is four hours per day and the most frequent motives for smartphone usage are practical and social. 33 % of students expressed a high risk for smartphone addiction. Compared to the low-risk group, these students use smartphones more frequently and exhibit lower levels of motivational self-regulation and academic engagement. Furthermore, the results displayed that smartphone usage time negatively predicts two dimensions of self-regulated learning and academic engagement. In addition, certain dimensions of smartphone usage motives proved to be significant (positive and negative) predictors of academic performance. For example, an instrumental motivation for smartphone use proved to be a positive predictor of the learning process, while social motives are not a significant predictor of any of the included variables. Self-reported smartphone addiction proved to be a negative predictor of motivational aspect of learning. There are many opportunities for future research in this field of study and any practical implications are especially welcome within an academic context.
Keywords:Smartphone use, smartphone usage motives, smartphone addiction, academic achievement, self-regulated learning, academic engagement


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