Tang Sandra, Patrick Megan E
Institute for Social Research, University of Michigan, Ann Arbor.
Comput Human Behav. 2018 Sep;86:34-44. doi: 10.1016/j.chb.2018.04.025. Epub 2018 Apr 14.
This study examined differences by age, gender, and race/ethnicity in the use of technology and interactive social media from 2013-2016 using data from nationally-representative samples of U.S. 8th and 10th graders (=40,389). Results indicated that 8 graders watch TV and play video games more than 10 graders; boys play more video games and use interactive social media less than girls; and Black adolescents use most forms of media more often than those from other race/ethnicity groups, with the exception of using the computer for school reported most often by Asian adolescents. Mean differences showed that adolescents who spend more time on homework spend more time using the computer for school, and spend less time watching weekday TV, playing video games, and talking on the phone. Adolescents with higher grades spend more time using the computer for school and spend less time on all other types of technology and interactive social media, except for watching weekend TV. Multivariable logistic regression results indicate that watching TV on a weekday was consistently negatively associated with academic outcomes and using the computer for school was consistently positively associated with academic outcomes.
本研究利用来自美国八年级和十年级学生（共40389名）具有全国代表性样本的数据，调查了2013年至2016年不同年龄、性别和种族/族裔在技术和互动社交媒体使用方面的差异。结果表明，八年级学生看电视和玩电子游戏的时间比十年级学生多；男孩玩电子游戏更多，使用互动社交媒体比女孩少；黑人青少年比其他种族/族裔群体更频繁地使用大多数媒体形式，但使用电脑学习方面亚洲青少年报告的频率最高。均值差异表明，花更多时间做作业的青少年花更多时间使用电脑学习，花更少时间看工作日电视、玩电子游戏和打电话。成绩较高的青少年花更多时间使用电脑学习，在所有其他类型的技术和互动社交媒体上花费的时间更少，但看周末电视除外。多变量逻辑回归结果表明，工作日看电视与学业成绩始终呈负相关，使用电脑学习与学业成绩始终呈正相关。
