Information communication technology use and school belonging in Australian high school students
Bibliographic Data
| ID | 21376458 |
|---|---|
| Authors | Angela McCahey (0000-0002-4281-6791, School of Educational Psychology and Counselling, Faculty of Education Monash University Melbourne Australia), Kelly‐ann Allen (0000-0002-6813-0034, School of Educational Psychology and Counselling, Faculty of Education Monash University Melbourne Australia, corresponding author), Gökmen Arslan (0000-0001-9427-1554, Mehmet Akif Ersoy University Burdur Turkey) |
| Year | 2021 |
| Volume | 58 |
| Issue | 12 |
| Pages | 2392-2403 |
| Publication date | 2021-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.22600 |
| OpenAlex | W3207450937 |
| Language | EN |
| Citations received | 5 |
| References cited | 46 |
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 2 = 0.03, F (5, 10196) = 60.00, p
Developmental psychology · Information and Communications Technology · Multilevel model · Child Development and Digital Technology · Impact of Technology on Adolescents · Psychological and Temporal Perspectives Research · Psychology · Social Psychology
The Need to Belong
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Predicting Math and Science Literacy from School Digital Device Policies and Students’ Sense of School Belonging
ICT Motivation in Sixth-Grade Students in Pandemic Times—The Influence of Gender and Age
Social media use enhances adolescents’ school belong albeit increases bullying victimization
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What Schools Need to Know About Fostering School Belonging
How the ICT development level and usage influence student achievement in reading, mathematics, and science
The trajectories of student emotional engagement and school burnout with academic and psychological development
The Relationship of School Belonging and Friends' Values to Academic Motivation Among Urban Adolescent Students
Measuring Student Relationships to School
Using Effect Size—or Why the P Value Is Not Enough
Belonging
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Missing data
Academic Communities of Engagement
Academic hardiness as a mediator for the relationship between school belonging and academic stress
Short version of the Smartphone Addiction Scale adapted to Spanish and French
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Social Media Use, School Connectedness, and Academic Performance Among Adolescents
Initial Development and Validation of the School Belongingness Scale
Information and Communication Technology Use and Social Connectedness over the Life Course
Does Social Connectedness Promote a Greater Sense of Well‐Being in Adolescence Over Time
School Belonging, Generational Status, and Socioeconomic Effects on Mexican‐Origin Children's Later Academic Competence and Expectations
Young People’s health-related learning through social media
Students' Sense of Belonging at School in 41 Countries
| Citations per year | 1.25 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |