Kim So Young, Kim Min-Su, Park Bumjung, Kim Jin-Hwan, Choi Hyo Geun
Department of Otorhinolaryngology-Head & Neck Surgery, CHA Bundang Medical Center, CHA University, Seongnam, Korea.
Department of Otorhinolaryngology-Head & Neck Surgery, Korea University Ansan Hospital, Ansan, Korea.
PLoS One. 2017 Apr 3;12(4):e0174878. doi: 10.1371/journal.pone.0174878. eCollection 2017.
Although overuse of the internet has been suggested to be related to poor academic performance, the effects of internet use for education on academic performance showed conflict results in previous studies. Accordingly, the associations of school performance with internet use for study and for general purpose were explored in a large population of Korean adolescents. Cross-sectional data from the 2013 Korean Youth Risk Behaviour Web-based Survey (KYRBWS) were retrieved for 59,105 12- to 18-year-old adolescents. The associations between school performance and internet use were analysed using multinomial logistic regression with complex sampling. Days of physical activity, sex, obesity, region of residence, income level, parental education level, stress, sleep time, smoking, alcohol consumption, drug use, and total study time were recorded and adjusted for as confounders. Higher school performance was positively associated with longer internet use for study (adjusted odds ratio, AOR, of 2+ h [95% confidence interval] = 2.43 [2.10-2.82], 2.02 [1.78-2.30], 1.66 [1.46-1.89], and 1.30 [1.15-1.47] for performance groups A, B, C, and D, respectively, P < 0.001) but negatively associated with longer internet use for general purpose (AOR of 3+ h [95% confidence interval] = 0.68 [0.60-0.78], 0.85 [0.76-0.94], 0.83 [0.75-0.92], and 0.98 [0.89-1.08] for performance groups A, B, C, and D, respectively, P < 0.001). Higher school performance significantly positively correlated with internet use for study but negatively correlated with internet use for general purpose. Academic use of the internet could be a means of achieving good school performance.
尽管有人认为过度使用互联网与学业成绩不佳有关，但以往研究中，互联网用于教育对学业成绩的影响结果并不一致。因此，本研究在大量韩国青少年群体中探讨了学习成绩与用于学习和一般用途的互联网使用之间的关联。从2013年韩国青少年风险行为网络调查（KYRBWS）中检索了59105名12至18岁青少年的横断面数据。使用复杂抽样的多项逻辑回归分析学业成绩与互联网使用之间的关联。记录了体育活动天数、性别、肥胖、居住地区、收入水平、父母教育水平、压力、睡眠时间、吸烟、饮酒、吸毒以及总学习时间，并将其作为混杂因素进行调整。较高的学业成绩与更长时间用于学习的互联网使用呈正相关（A组、B组、C组和D组成绩对应的2小时以上[95%置信区间]的调整优势比分别为2.43[2.10 - 2.82]、2.02[1.78 - 2.30]、1.66[1.46 - 1.89]和1.30[1.15 - 1.47]，P < 0.001），但与更长时间用于一般用途的互联网使用呈负相关（A组、B组、C组和D组成绩对应的3小时以上[95%置信区间]的调整优势比分别为0.68[0.60 - 0.78]、0.85[0.76 - 0.94]、0.83[0.75 - 0.92]和0.98[0.89 - 1.08]，P < 0.001）。较高的学业成绩与用于学习的互联网使用显著正相关，但与用于一般用途的互联网使用负相关。互联网的学术用途可能是取得良好学业成绩的一种手段。
