1 All Saints Episcopal School , Tyler, Texas.
2 Department of Management and Marketing, Soules College of Business, The University of Texas at Tyler , Tyler, Texas.
Cyberpsychol Behav Soc Netw. 2018 Jul;21(7):444-449. doi: 10.1089/cyber.2017.0003.
Because delivery of school assignments and other learning materials has been migrating to online learning environments, use of the Internet for learning has become obligatory for high school students. However, research on the consequences of Internet learning remains equivocal, with some advocating benefits of such learning and others warning about its potential negative effects. In this study, we approach Internet use for learning from a motivational perspective and argue that such learning can be both positive and negative depending on whether it contributes to harmonious or obsessive Internet passion. We test how two types of Internet use for learning, school mandated and self-initiated, may relate to harmonious and obsessive Internet passion among high schoolers in the United States and Russia. The results indicate that Internet use for school-mandated learning is positively related to both harmonious and obsessive Internet passion, and these results hold in both countries. Internet use for self-initiated learning was also positively related to harmonious Internet passion in both Russia and the United States, but was unrelated to obsessive Internet passion in either country. This research not only augments the nomological network of the Internet passion construct but also informs educators on how to incorporate Internet use into the learning environment in ways that are likely to promote harmonious Internet passion and decrease obsessive Internet passion.
由于学校作业和其他学习材料的交付已经转移到在线学习环境中，因此互联网学习对于高中生来说已经变得必不可少。然而，关于互联网学习的后果的研究仍然存在分歧，一些人提倡这种学习的好处，而另一些人则警告其潜在的负面影响。在这项研究中，我们从动机的角度来探讨互联网学习，并认为这种学习既可以是积极的，也可以是消极的，具体取决于它是否有助于和谐或痴迷的互联网热情。我们测试了美国和俄罗斯高中生的两种类型的互联网学习用途（学校规定的和自主发起的）如何与和谐和痴迷的互联网热情相关。结果表明，学校规定的互联网学习用途与和谐和痴迷的互联网热情都呈正相关，而且这一结果在两个国家都成立。自主发起的互联网学习用途也与俄罗斯和美国的和谐互联网热情呈正相关，但与两个国家的痴迷互联网热情无关。这项研究不仅扩展了互联网热情结构的理论网络，还为教育工作者提供了如何将互联网使用纳入学习环境的信息，以便有可能促进和谐的互联网热情，减少痴迷的互联网热情。
