An A in Their Social Lives, but an F in School: Adolescent Perceptions of Texting in School

Autor/inn/en	Tulane, Sarah; Vaterlaus, J. Mitchell; Beckert, Troy E.
Titel	An A in Their Social Lives, but an F in School: Adolescent Perceptions of Texting in School
Quelle	In: Youth & Society, 49 (2017) 6, S.711-732 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X14559916
Schlagwörter	Telecommunications; Handheld Devices; Adolescents; Attitude Measures; Phenomenology; Qualitative Research; Attention; Interpersonal Relationship; Self Control; Interpersonal Communication; Safety; Urban Schools; High School Students; Online Surveys; Student Attitudes; Interference (Learning); Misconceptions + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Aufmerksamkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Selbstbeherrschung; Interpersonale Kommunikation; Sicherheit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Missverständnis
Abstract	Text messaging, used by people of all ages, has become the preferred method of communication for teenagers. Teens spend a significant amount of their daytime hours in school. Schools have not readily accepted the use of cell phone technology for fear of academic dishonesty, distraction, and cyberbullying. The current study examined adolescent (n = 218) attitudes concerning text messaging in school. The majority of adolescents (71%) supported text messaging in school. A phenomenological qualitative approach revealed that adolescents' experience with texting and school centers on student attention, connection (with family, friends, and emergency responders), and levels of regulation (personal, circumstantial, and school). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01