增益还是损抑?Z世代互联网使用及其对学业成就的影响  

Gain or Loss? Internet Usage by Generation Z and its Impacton Academic Achievement

作　　者：焦佑希 余秀兰[1,2] Jiao Youxi;Yu Xiulan(candidate of the Institute of Education,Nanjing University,Nanjing 210023;the Institute of Education,Nanjing University,Nanjing 210023)

机构地区：[1]南京大学教育研究院,南京210023 [2]南京大学高等教育研究所,南京210023

出　　处：《中国远程教育》2024年第11期60-73,共14页Chinese Journal of Distance Education

基　　金：江苏省教育科学规划战略性与政策性重大招标课题“教育促进共同富裕的作用机制和实现路径研究”(课题批准号:A/2022/a2)。

摘　　要：作为数字原住民,高度参与在线学习成为“Z世代”的显著特征。基于2020年中国家庭追踪调查(CFPS)数据,使用多分类有序逻辑回归模型进行分析发现:不同家庭背景的“Z世代”存在互联网使用鸿沟;同时,互联网使用对学业表现的影响因学段、先前成绩排名不同而有差异。具体而言,互联网使用具有阶层与成绩异质性,即家庭背景越好,成绩排名更优者,越倾向于使用互联网学习;互联网学习有效促进大学学业表现,而对中学学业表现不显著;互联网娱乐呈现广泛显著的消极影响,尤其对中学学业表现损抑作用更强,但对大学学业表现存在时间效应。因此,有必要通过打造数字增益型学习环境、家校合力有效监管、培育个体数字惯习等途径,保障信息技术对于教育成就的最大化发挥。As digital natives,Generation Z are highly engaged in Internet usage.Based on data from the China Family Panel Survey(CFPS)2020,this study uses a multi-categorical ordinal logistic regression model for analysis.The results show that there is a usage gap among Generation Z with different family status.In addition,the impact of Internet usage on academic performance varies according to stage and prior grade rankings.Specifically,Internet usage has class and performance heterogeneity,in other words,the higher the social and cultural capital of the family and the higher the academic ranking,the more inclined to learn by the Internet.Internet learning effectively promotes university academic performance,while it is not significant for secondary school academic performance;Internet entertainment shows a wide range of significant negative effects,among which the effect on secondary school academic performance is stronger,but there is a time effect on university academic performance.Therefore,in order to effectively promote educational outcomes by information technology,it is necessary to build a digital enhancement learning environment,supervise by home-school cooperation and guide individuals to cultivate online learning ability and enhance self-control.

关 键 词：“Z世代” 互联网使用 数字鸿沟 学业表现 互联网学习偏好 

分 类 号：G434[文化科学—教育学]