Technology Usage and Academic Performance in the Pisa 2018 Report

Erreferentzia bibliografikoak

• Aldosemani, T. I. (2019). Microlearning for Macro-outcomes: Students' Perceptions of Telegram as a Microlearning Tool. In Valjataga, T. & Laanpere, M. (Eds.), Digital Turn in Schools-Research Policy (pp. 189-201). Springer. https://doi.org/10.1007/978-981-13-7361-9_13
• Barrientos-Gutiérrez, I., Lozano, P., Arillo-Santillán, E., Morello, P., Mejía, R. & Thraster, J. F. (2019). Technophilia: A new risk factor for electronic cigarette use among early adolescents? Addictive behaviors, 91, 193–200. https://doi.org/10.1016/j.addbeh.2018.09.004
• Brint, S. & Cantwell, A. M. (2006). Undergraduate Time Use and Academic Outcomes: Results from the University of California Undergraduate Experience Survey. Teachers college records, 112(9), 2441–2470.
• Busch, P. A. & McCarthy, S. (2021). Antecedents and consequences of problematic smartphone use: A systematic literature review of an emerging research area. Computers in Human Behaviour, 114, 1–47. https://doi.org/10.1016/j.chb.2020.106414
• Cao, X., Masood, A., Luqman, A. & Ali, A. (2018). Excessive use of mobile social networking sites and poor academic performance: Antecedents and con-sequences from stressor-strain-outcome perspective. Computers in Human Be-haviour, 85, 163–174. https://doi.org/10.1016/j.chb.2018.03.023
• Carmona, A. J. (2017). El profesor como agente clave en el fracaso escolar. Implicación, perspectiva y responsabilidad de su praxis, en los centros de Educación Secundaria de la Región de Murcia. (Doctoral dissertation, Universidad Católica de Murcia). Retrieved from http://repositorio.ucam.edu/handle/10952/4520.
• Chaparro-Hurtado, H. R. & Guzman-Ariza, C. M. (2013). Consumo digital de jóvenes escolarizados en Villavicencio, Colombia. Educación y Educadores, 16(2), 229–243. https://doi.org/10.5294/edu.2013.16.2.2
• Chen, B., Liu, F., Ding, S., Ying, X., Wang, L. & Wen, Y. (2017). Gender differences in factors associated with smartphone addiction: A cross-sectional study among medical college students. BMC Psychiatry, 17(1), 341–348. http://doi.org/10.1186/s12888-017-1503-z
• Contreras, M. G. S. (2014). El constructo Enfoques de Aprendizaje: un análisis bibliométrico de las publicaciones en español en los últimos 20 años. Revista Colombiana de Educación, 66, 129–150.
• Corder, K., Sharp, S. J., Atkin, A. J., Griffin, S. J., Jones, A. P., Ekelund, U. & Sluijs, E. M. F. (2015). Change in objectively measured physical activity dur-ing the transition to adolescence. Br. J. Sports Med, 49, 730–736. http://doi.org/10.1136/bjsports-2013-093190
• Crespo, M. & Sánchez-Saus, M. (2020). Learning Pills for the Improvement of University Education: the Case of the Degree. Thesis in the Degree of Linguistics and Applied Languages of University of Cadiz. Education in the knowledge society. Education in the knowledge society, 21, 1–10. https://doi.org/10.14201/eks.19228
• Díaz, S., Vergara, K. & Simancas, M. (2019). Adicción a internet y rendimiento académico de estudiantes de Odontología. Revista colombiana de psiquiatría, 48, 198–207. https://doi.org/10.1016/j.rcp.2018.03.002
• Europa Press. (2020). Usuarios de redes sociales en España. Retrieved from https://www.epdata.es/datos/usuarios-redes-sociales-espana-estudio-iab/382
• Flanigan, A. E. & Babchuk, B. A. (2015). Social media as academic quicksand: A phenomenological study of student experiences in and out of the classroom. Learning and individual differences, 44, 40–45. https://doi.org/10.1016/j.lindif.2015.11.003
• Gagne, J. C. D., Park, H. J., Hall, K., Woodward, A., Yamane, S. & Kim, S. S. (2019). Microlearning in Health Professions Education: Scoping Review. JMIR Medical Education, 5(2), 1–10. https://doi.org/10.2196/13997
• Gallardo-Echenique, E. E., Oliveira, J. M. D., Marques-Molias, L. & Esteve-Mon, F. (2015). Digital competence in the knowledge society. MERLOT Journal of Online Learning and Teaching, 11(1), 1–16.
• García, A., Criado, A. M. & Cañal, P. (2015). La educación científica en el currículo oficial de Primaria para Andalucía: Un análisis crítico. Investigación en la escuela, 87, 5–19. https://doi.org/10.12795/IE.2015.i87.01
• García, M., Ortiz, T. & Chávez, M. D. (2017). Strategies oriented towards the independent learning in the Universidad Estatal Península de Santa Elena. Revista Cubana de Educación Superior, 36(3), 74–84.
• García, S. (2019). Uso de herramientas para la gestión del conocimiento y sus implicaciones en el rendimiento escolar en Educación Secundaria Obligatoria (Doctoral dissertation, Universidad de León). Retrieved from https://buleria.unileon.es/handle/10612/11959
• González, J., Lleixa, M. & Espuny, C. (2016). Social networks and higher education: the attitudes of university students towards the educational use of social networks, back to test. Education in the knowledge society, 17(2), 21–38.
• Gutiérrez, M. A. (2017). Expresión de la subcultura de la belleza física alternativa en Instagram: El papel de los influencers. Revista Aportes, 23, 9–22.
• Harlen, W. & Qualter, A. (2009). The Teaching of Science in Primary Schools. Routledge.
• Jahnke, I., Lee, Y. M., Pham, M., He, H. & Austin, L. (2020). Unpacking the Inherent Design Principles of Mobile Microlearning. Technology knowledge and learning, 25(3), 585–619. https://doi.org/10.1007/s10758-019-09413-w
• Juhanak, L., Zounek, J., Zaleska, K., Barta, O. & Vlckova, K. (2019). The relationship between the age at First Computer use and students’ perceived competence and autonomy in ICT usage: A mediation analysis. Computers & Education, 141, 1–14. https://doi.org/10.1016/j.compedu.2019.103614
• Junco, R. & Cotten, S. R. (2012). No A 4 U: The relationship between multitasking and academic performance. Computers & Education, 59(2), 505–514.
• Kapp, K. M. & Defelice, R. A. (2019). Microlearning: Short and Sweet. ATD Press.
• Karpinski, A. C., Kirschner, P. A., Ozer, I., Mellott, J. A. & Ochwo, P. (2013). An exploration of social networking site use, multitasking, and academic perfor-mance among United States and European university students. Computers in Human Behavior, 29(3), 1182–1192. https://doi.org/10.1016/j.chb.2012.10.011
• Kim, Y. Y. & Moon, J. Y. (2018). Analysis of change in adolescent internet using time and it’s factor - Focusing on Korean Children and Youth Panel. Studies on Life and Culture, 49, 241–276. https://doi.org/10.17924/solc.2018.49.241
• Lamas, H. A. (2015). Sobre el rendimiento escolar. Propósitos y Representaciones, 3(1), 313–386. https://doi.org/10.20511/pyr2015.v3n1.74
• LOE. (2006). Ley Orgánica 2/2006, de 3 de mayo, de Educación. BOE (Boletín Oficial del Estado), 106, de 4 de mayo de 2006, 17158–17207.
• LOMCE. (2013). Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa. BOE (Boletín Oficial del Estado), 295, de 10 de diciembre de 2013, 97858–97921.
• Lu, J., Hao, K. & Jing, M. (2016). Consuming, sharing, and creating content: How young students use new social media in and outside school. Computers in Human Behavior, 64, 55–64. https://doi.org/10.1016/j.chb.2016.06.019
• Maderick, J. A., Zhang, S., Hartley, K. & Marchand, G. (2016). Preservice teachers and self-assessing digital competence. Journal of Educational Computing Research, 54(3), 326–351. https://doi.org/10.1177/0735633115620432
• Martínez-Garrido, C. (2018). Impacto de los recursos tecnológicos en el rendimiento académico. INNOEDUCA. International Journal of Technology and Educational innovation, 4(2), 138–149. http://doi.org/10.24310/innoeduca.2018.v4i2.4956
• Mitchelstein, E. & Boczkowski, P. J. (2018). Explicación del consumo incidental de noticias en redes sociales. Revista mexicana de opinión pública, 24, 131–145. https://doi.org/10.22201/fcpys.24484911e.2018.24.61647
• Nudelman, N. C. R. D. (2006). Análisis diferencial en función de la variable sexo del rendimiento escolar de los alumnos de Secundaria en la Comunidad Valenciana (Doctoral dissertation, Universitat de València). Retrieved from https://dialnet.unirioja.es/servlet/tesis?codigo=131159
• Nuñez, C. E., Segundo, V., Jérez, D. S., Rivera, D. G. & Espinosa, D. W. N. (2018). Las habilidades sociales en el rendimiento académico en adolescentes. Revista de comunicación de la SEECI, 47, 37–49. https://doi.org/10.15198/seeci.2018.0.37-49
• Obërlander, M., Beinicke, A. & Bick, T. (2020). Digital competencies: A review of the literature and applications in the workplace. Computers & Education, 146, 1–13. https://doi.org/10.1016/j.compedu.2019.103752
• OECD. (2015). Students, Computers and Learning: Making the Connection. OECD Publishing. https://doi.org/10.1787/9789264239555-en
• OECD. (2018). PISA. Retrieved from https://www.oecd.org/pisa/data/2018database/
• OECD. (2019). PISA 2018 Insights and Interpretations. PISA, OECD Publishing.
• Restrepo-Palacio, S. & Segovia, Y. M. (2020). Diseño y validación de un instru-mento de evaluación de la competencia digital en Educación Superior. Ensaio: Avaliação e Políticas Públicas em Educação, 28(109), 932–961. https://doi.org/10.1590/s0104-40362020002801877
• Rodelo, J. A. & Lizárraga, J. (2018). Correlación del uso de redes sociales con el rendimiento académico de estudiantes de nivel superior. Revista de investigación en tecnologías de la información, 12(6), 62–67. Retrieved from https://www.riti.es/ojs2018/inicio/index.php/riti/article/view/140/html
• Royal Society for Public Health (2017). #Status of Mind. Retrieved from https://www.rsph.org.uk/about-us/news/instagram-ranked-worst-for-young-people-s-mental-health.html
• Saa, A. A., Emram, M. A. & Shaalam, K. (2019). Factors Affecting Students' Performance in Higher Education: A Systematic Review of Predictive Data Mining Techniques. Technology knowledge and learning, 24(4), 567–598.
• Sammour, G., Al-Zoubi, A. & Schreurs, J. (2020). Opportunities of MOOCs and flipping micro-learning models in international joint academic degree pro-grams. International Journal of Technology Enhanced Learning, 12(4), 411–425. https://doi.org/10.1504/IJTEL.2020.110050
• Seguel, F. A. (2016). Hacia una orientación educativa para el desarrollo de la autonomía (Doctoral dissertation, Universidad de Valladolid). Retrieved from http://uvadoc.uva.es/handle/10324/16544
• Torres-Coronas, T. & Vidal-Blasco, M. A. (2011). Adapting a face-to-face competence framework for digital competence assessment. International Journal of Information and Communication Technology Education, 7(1), 60–69. https://doi.org/10.4018/jicte.2011010106
• Tur, G. & Marín, V. I. (2015). Enhancing learning with the social media: student teachers’ perceptions on Twitter in a debate activity. Journal of new approaches in educational research, 4(1), 46–53. http://doi.org/10.7821/naer.2015.1.102
• Uribarri-Lapicotequi, J. (2016). Evaluación de la competencia autonomía e iniciativa personal en Educación Obligatoria (Doctoral dissertation, Universidad de Deusto). Retrieved from https://www.educacion.gob.es/teseo/imprimirFicheroTesis.do?idFichero=I9sYAm8Vpos%3D
• Van Laar, E., Van Deursen, A. J. A. M., Van Dijk, J. A. G. M.& Haan, J. D. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577–588. https://doi.org/10.1016/j.chb.2017.03.010
• Vázquez-Cano, E., Gómez-Galán, J., Infante-Moro, A. & López-Meneses, E. (2020). Incidence of a Non-Sustainable Use of Technology on Students’ Reading Performance in Pisa. Sustainability, 12(2), 1–15. https://doi.org/10.3390/su12020749
• Wang, H. & Gimenez-Nadal, J. I. (2018). Teens and twenties: cultural and preferences differences in the uses of time in Spain. Applied Economics Letters, 25(1), 51–55. https://doi.org/10.1080/13504851.2017.1293780
• We Are Social (2020). Special Report Digital 2020 España. Retrieved from https://wearesocial.com/es/blog/2020/01/digital-2020-espana/
• Xiz, . Y. M. S. (2020). Social Media, Marketing, Seo, Personal brand. Similarweb. Study of the digital situation, internet and social networks Spain. Retrieved from https://yiminshum.com/social-media-espana-2020/
• Yeoju, C. & Lee, A. (2017). Development and Validation of Internet Usage Need Scale for Youth. The Journal of Learner-Centered Curriculum and Instruction, 17(21), 531–552.
• Yeongmin, L. (2020). The Effects on the Youth’s Adaptation to School of Using the Internet for Communication: Focused on a Latent Growth Model. CNU Journal of Educational Studies, 41(11), 117–146.