Profiling Adolescent Literacy Practices: The Impact of Reading Habits and Digital Device Use on Student Achievement
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This study explored the impact of digital media and reading habits on student achievement. The analysis of data from the 2013 Korean Education Longitudinal Study, involving 6,525eighth graders, employed latent profile analysis to categorize students' engagement withdigital devices and books. The research aimed to understand the impact of varied literacypractices, encompassing both digital device usage and reading habits, on academicperformance. Findings indicate that extensive book reading, as part of a balanced approachto literacy engagement, tends to be associated with higher academic performance whencompared to relying solely or primarily on digital devices for accessing information. Furthermore, the findings suggested that utilizing digital devices was significantly linked tolower academic achievement even when utilized for educational and academic purposes. The intricate relationship between digital media use, reading activity, and academicachievement underscores the need for guidance for a balanced literacy engagement thatincorporates both traditional book reading and digital modalities for a technologicallyadvanced world.
Abstract
This study explored the impact of digital media and reading habits on student achievement. The analysis of data from the 2013 Korean Education Longitudinal Study, involving 6,525eighth graders, employed latent profile analysis to categorize students' engagement withdigital devices and books. The research aimed to understand the impact of varied literacypractices, encompassing both digital device usage and reading habits, on academicperformance. Findings indicate that extensive book reading, as part of a balanced approachto literacy engagement, tends to be associated with higher academic performance whencompared to relying solely or primarily on digital devices for accessing information. Furthermore, the findings suggested that utilizing digital devices was significantly linked tolower academic achievement even when utilized for educational and academic purposes. The intricate relationship between digital media use, reading activity, and academicachievement underscores the need for guidance for a balanced literacy engagement thatincorporates both traditional book reading and digital modalities for a technologicallyadvanced world.
참고문헌 (35)
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