The Relationship between Cellphone Use and Achievement Goals in Junior High School Students: A Cross-Lagged Analysis

Autor/inn/en	Bai, Ruibei; Ma, Yuting; Liu, Yiyao; Zhang, Baoshan; Rasool, Abida
Titel	The Relationship between Cellphone Use and Achievement Goals in Junior High School Students: A Cross-Lagged Analysis
Quelle	In: Psychology in the Schools, 56 (2019) 6, S.891-906 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bai, Ruibei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22252
Schlagwörter	Telecommunications; Handheld Devices; Correlation; Goal Orientation; Mastery Learning; Foreign Countries; Junior High School Students; Academic Achievement; Attribution Theory; Questionnaires; China + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Korrelation; Zielorientierung; Zielvorstellung; Ausland; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Schulleistung; Fragebogen
Abstract	Abstract The purpose of this study was to explore the relationship between cellphone use and achievement goals in junior high school students. The participants were 282 students randomly selected from a secondary school in Xi'an, China. The Frequency of Cellphone Use Questionnaire and the Achievement Goal Questionnaire were used as measurement tools. The results showed that cellphone use at Time 1 (T1) was significantly associated with performance goals orientation and with mastery goals orientation at both times; cellphone use at Time 2 (T2) was not correlated with performance goals orientation or mastery goals orientation at T1. The cross-lagged analysis showed a negative causal relationship between the frequency of cellphone use and mastery goals but no causal relationship between the frequency of cellphone use and performance goals. These results may be helpful for guiding adolescents to reduce cellphone use, pay attention to the mastery of knowledge, and establish mastery goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01