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The interplay between internet searching styles and academic self-efficacy: a longitudinal study.
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- Author(s): Shen, Cai-Xia (AUTHOR)
- Source:
Current Psychology. May2024, Vol. 43 Issue 18, p16689-16698. 10p. - Source:
- Additional Information
- Subject Terms:
- Abstract: The way teenagers search the Internet influences their learning profoundly, and this study examined the longitudinal and causal associations between teenagers' schoolwork-related Internet searching styles and their academic self-efficacy by collecting longitudinal data. Two Internet searching styles, instrumental Internet searching and executive Internet searching, were investigated. A total of 659 Chinese middle school students (grades 7–11) participated in two waves of a survey with a 12-month interval. Cross-lag analysis was conducted and the results suggested that the associations between Internet searching styles and academic self-efficacy were interactive, and that their effects on each other were long lasting. Specifically, teenagers' instrumental Internet searching enhanced their academic self-efficacy after 12 months, while their executive Internet searching resulted in a decrease in academic self-efficacy after 12 months. Moreover, academic self-efficacy also enabled prediction of increased instrumental Internet searching as well as decreased executive Internet searching after 12 months. The "rich get richer" and "the poor get poorer" model is introduced and discussed. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Current Psychology is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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