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Relationship between Smart Phone Usage and Self-efficacy & Academic Achievement in High-grade Elementary School Students
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 Title & Authors
Relationship between Smart Phone Usage and Self-efficacy & Academic Achievement in High-grade Elementary School Students
Kim, Yeo Ran; Kim, HyeonSuk;
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 Abstract
Purpose: This study aimed to examine the use of smart phones and their relationship with self-efficacy and academic achievement among students in 5th to 6th grade. Methods: 954 students in to grade were selected from three elementary schools in K City through purposive sampling. Data of 591 respondents were analyzed by test, ANOVA, correlation analysis and multiple regression analysis using the SPSS/WIN program. Results: First, 64% of the students possessed a smart phone and female students used their phone more than male students. 47.5% of the students said they first used a smartphone in their grade and 11.7% said in their 6th grade. Second, heavier use of smart phones was related to a lower level of self-efficacy (p<.001). Third, the more the students used a smart phone, the less they achieved in academic performance (Korean language: p<.001, mathematics: p<.01). Finally, the biggest factor influencing smart phone addiction was longer use of smart phones. In addition, lower self-efficacy and lower ability to adapt to difficult tasks were the factors influencing the increase in smart phone addiction. Less use of smart phones and higher self-efficacy resulted in higher achievement in academic performance. Conclusion: It is essential to decrease students` use of smart phones and improve their self-efficacy and academic performance. Intervention programs to reduce the use of smart phones should include a profound interest, a personality-oriented educational environment and sufficient dialogues with students at home, schools and the local society, beyond simple regulations to prevent adverse effects.
 Keywords
Smartphone intoxication;Self-efficacy;Academic achievement;Elementary school;
 Language
Korean
 Cited by
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