Investigating the relationship between thinking style and personal electronic device use and its implications for academic performance
作者： Ru-Shen Chen , Chang-Ho Ji
DOI: 10.1016/J.CHB.2015.05.042
关键词:
摘要: Concrete reasoning is positively related with PED use hours for entertainment and communication.Using PEDs can be academically beneficial or harmful depending on the purpose of use.Thinking style interacts educational determining academic performance. This article examines relationship between students' thinking level their personal electronic devices (PEDs). Also investigated are connotations moderating effect abstract/concrete To these ends, 506 Taiwanese college students were surveyed. The results point to significance concrete prevalence non-educational use, while not statistically useful in explaining PEDs. We also find that As a whole, using whether they purposes.
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