Integrating academic type of social media activity with perceived academic performance: A role of task-related and non-task-related compulsive Internet use

Chang, Ching-Ter; Tu, Chang-Shu; Hajiyev, Jeyhun

doi:10.1016/j.compedu.2019.05.011

Cited by 38 publications

(48 citation statements)

References 53 publications

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“…The overload of information can negatively influence students' academic performance (Sinha et al 2001). Students use the Internet to perform tasks related and non-task-related to their study, influencing students' academic performance (Chang et al 2019). For instance, (Kolek and Saunders 2011) had not found any association between Facebook use and students' academic performance.…”

Section: Introductionmentioning

confidence: 95%

“…Students continuously and extensively use the Internet to interact online, search information, and perform specific tasks and activities. The use of the Internet implicates positive and negative effects on university students' academic performance (Chang et al 2019). Nowadays, students are using the Internet excessively to do various tasks and access social networking sites.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the determinants of students’ academic performance at university level: The mediating role of internet usage continuance intention

2021

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This study investigates the impact of integrating essential factors on academic performance in university students' context. The proposed model examines the influence of continuance intention, satisfaction, information value, and Internet addiction on academic performance. Additionally, it investigates the mediating role of continuance intention on the relationship of satisfaction and information value on academic performance among university students. A survey questionnaire method was adopted to collect data from university students in Jordan. Data was collected from 476 voluntary participants, and the analysis was conducted using SPSS and AMOS. The analysis results show that continuance intention, satisfaction, information value have a significant positive influence on academic performance. Besides, the results show that satisfaction and information value positively and significantly influence continuance intention. While continuance intention full mediation the relationship between satisfaction and academic performance, it partial mediation the relationship between information value and academic performance. This study is the first to examine the integrating of continuance intention, satisfaction, information value, and Internet addiction on students' academic performance. Furthermore, this study is also distinguished from other studies by investigating the mediating role of continuance intention gap.

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Section: Introductionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

Exploring the determinants of students’ academic performance at university level: The mediating role of internet usage continuance intention

2021

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“…Previous studies have indicated that higher academic motivation may enhance the use of digital media for learning (Chang et al, 2019). Achievement goal orientations could also be related to how students utilize learning possibilities provided by digital media and tools (Orlando et al, 2018).…”

Section: Orientationsmentioning

confidence: 99%

Adolescent students’ digital engagement and achievement goal orientation profiles

Mädamürk

Tuominen

Hietajärvi

et al. 2021

Computers & Education

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“…This research employed an online survey method for collecting data as it reduces the cost and increases efficiency of the geographical dissemination of the questionnaire (Chang et al, 2019;Kurfali et al, 2017).…”

Section: A Measurement Developmentmentioning

confidence: 99%

The Direct and Indirect Effects of Personality on Data Breach in Education Through the Task-Related Compulsive Technology use: M-Learning Perspective

Thomas¹,

Hajiyev²

2020

IJCDS

Self Cite

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Literature is lack of understanding the negative outcome of compulsive technology use (CTU) and security/data breach in virtual learning environment. This research employs task-related CTU with consideration of university students' use of mobile devices in m-learning environment and investigates the impact of personality diversity on task-related CTU. It is also tested whether task-related CTU increases the likelihood of data breach. Medium of access (mobile devices) is tested as moderating variable. Agreeableness, conscientiousness, openness, extraversion, and external locus of control significantly influences task-related CTU, while agreeableness and conscientiousness also impact the likelihood of data breach. Task-related CTU significantly leads to likelihood of data breach and medium of access moderates this relationship. This research is one of the few studies addressing data breach in education and role of excessive technology use on risky cyber-security behavior of students, which can guide m-learning system designers to take safety measures against data and privacy theft.

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Integrating academic type of social media activity with perceived academic performance: A role of task-related and non-task-related compulsive Internet use

Cited by 38 publications

References 53 publications

Exploring the determinants of students’ academic performance at university level: The mediating role of internet usage continuance intention

Exploring the determinants of students’ academic performance at university level: The mediating role of internet usage continuance intention

Adolescent students’ digital engagement and achievement goal orientation profiles

The Direct and Indirect Effects of Personality on Data Breach in Education Through the Task-Related Compulsive Technology use: M-Learning Perspective

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