DC FieldValueLanguage
dc.contributor.authorHatzigianni, Maria-
dc.contributor.authorGregoriadis, Athanasios-
dc.contributor.authorFleer, Marilyn-
dc.date.accessioned2024-04-04T13:18:56Z-
dc.date.available2024-04-04T13:18:56Z-
dc.date.issued2016-04-01-
dc.identifierscopus-84955314621-
dc.identifier.issn03601315-
dc.identifier.other84955314621-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/1785-
dc.description.abstractIn drawing upon cultural-historical theory, this paper reports on the use of computers in Australian schools where a holistic analysis was undertaken to explore the possible associations with social-emotional outcomes. By conducting a quantitative analysis framed around a conceptual model that used the concept of perezhivanie, it was possible to examine a sample of 3345 children (8-9 years old) who participated in the Longitudinal Study of Australian Children (wave 5) and to fill a gap in the literature on whether computer use has an influence on three social-emotional outcomes: self-concept, emotional problems and school liking. Findings suggest that Australian children are using computers in school in a very similar way, mainly practicing specific learning skills (e.g. maths and literacy) and rarely engaged in creative activities. In addition, findings reveal that overall computer use does not appear to have a significant impact on children's social-emotional outcomes. One exception, a small significant association between creativity and self-concept was found and further explored. Implications for practice and recommendations for future research are discussed.en_US
dc.language.isoenen_US
dc.relation.ispartofComputers and Educationen_US
dc.subjectCreativityen_US
dc.subjectCultural-historicalen_US
dc.subjectPerezhivanieen_US
dc.subjectSelf-concepten_US
dc.subjectSocial-emotionalen_US
dc.subjectTechnologyen_US
dc.titleComputer use at schools and associations with social-emotional outcomes - A holistic approach. Findings from the longitudinal study of Australian Childrenen_US
dc.typeArticleen_US
dc.identifier.doi10.1016/j.compedu.2016.01.003en_US
dc.identifier.scopus2-s2.0-84955314621-
dcterms.accessRights0en_US
dc.relation.deptDepartment of Early Childhood Education and Careen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.relation.volume95en_US
dc.identifier.spage134en_US
dc.identifier.epage150en_US
dc.linkhttps://www.scopus.com/record/display.uri?eid=2-s2.0-84955314621&origin=inward&txGid=59960ffc11d0db66721f225ee85765e0en_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.journalsSubscriptionen_US
dc.publicationPeer Revieweden_US
dc.countryGreeceen_US
local.metadatastatusverifieden_US
item.fulltextNo Fulltext-
item.grantfulltextnone-
item.openairetypeArticle-
item.languageiso639-1en-
item.cerifentitytypePublications-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
crisitem.author.deptDepartment of Early Childhood Education and Care-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.orcid0000-0001-9378-2598-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
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