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The Direct and Indirect Effects of Computer Uses on Student Success in Math
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Author(s): Sunha Kim (Department of Counselling, School, and Educational Psychology, State University of New York at Buffalo, Buffalo, NY, USA), Mido Chang (Florida International University, Miami, FL, USA), Namok Choi (University of Louisville, Louisville, KY, USA), Jeehyun Park (Florida International University, Miami, FL, USA)and Heejung Kim (Mo-Im Kim Nursing Research Institute, Yonsei University, Seoul, South Korea)
Copyright: 2016
Volume: 6
Issue: 3
Pages: 17
Source title:
International Journal of Cyber Behavior, Psychology and Learning (IJCBPL)
Editor(s)-in-Chief: Nadia Mansour Bouzaida (University of Sousse, Tunisia & University of Salamanca, Spain)
DOI: 10.4018/IJCBPL.2016070104
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Abstract
To promote the academic success of middle school students, the authors examined the effects of computer uses on mathematics self-efficacy and mathematics performance of students, paying focused attention to immigrant students. They analysed the effects of computer use for schoolwork and gaming of middle school students applying a Structural Equation Modeling (SEM) to Trends in International Mathematics and Science Study (TIMSS) USA. The results showed that when students frequently used computer for schoolwork, they revealed high mathematics self-efficacy, which in turn led to high mathematics performance. On the other hand, the students that used computer for gaming frequently indicated low mathematics self-efficacy and mathematics performance. The authors' study results highlight the importance of guiding students to use computers properly, which is directly and indirectly associated with students' self-efficacy and performance in mathematics.
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