Information Communication Technology Use and School Belonging in Australian High School Students

Autor/inn/en	McCahey, Angela; Allen, Kelly-Ann; Arslan, Gokmen
Titel	Information Communication Technology Use and School Belonging in Australian High School Students
Quelle	In: Psychology in the Schools, 58 (2021) 12, S.2392-2403 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McCahey, Angela) ORCID (Allen, Kelly-Ann) ORCID (Arslan, Gokmen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22600
Schlagwörter	Technology Uses in Education; Information Technology; Communication (Thought Transfer); Sense of Community; Foreign Countries; High School Students; Well Being; Multiple Regression Analysis; Hierarchical Linear Modeling; Australia + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Informationstechnologie; Communication; thought; Kommunikation; Gedanke; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Well-being; Wellness; Wohlbefinden; Australien
Abstract	School belonging is an important component of adolescent well-being, yet little is known about its relationship with adolescents' Information Communication Technology (ICT) use. This study aimed to examine the relationship between school belonging and various ICT use types in Australian adolescents. The sample was drawn from 14,530 Australian students in Grade 7 or higher, who completed the 2015 Organization for Economic Cooperation and Development's Program for International Student Assessment survey. A hierarchical regression analysis was conducted to investigate the relationship between self-reported measures of school belonging and ICT use at home for schoolwork and ICT use at home for leisure, adjusting for covariates (age, gender, and economic, social, and cultural status). The regression model accounted for 3% of the variability of sense of school belonging, R[superscript 2] = 0.03, F(5, 10196) = 60.00, p < 0.001. After adjusting for covariates, more frequent ICT use at home for schoolwork predicted a higher sense of school belonging. Conversely, more frequent ICT use at home for leisure predicted lower levels of sense of school belonging. The way adolescents engage with ICT is important for a student's sense of school belonging, and the present findings have implications for researchers and psychologists. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01