Vol. 15 No. 2 (2024): MEDIA EDUCATION – Studi, ricerche e buone pratiche
Articles

Internet overdose e apprendimento scolastico. Un’analisi degli studenti italiani attraverso i dati della rilevazione PISA 2022

PDF
  • Orazio Giancola,
  • Salmieri Luca
Orazio Giancola
Dipartimento di Scienze Sociali ed Economiche, Università di Roma “Sapienza”, Italia
Salmieri Luca
Dipartimento di Scienze Sociali ed Economiche, Università di Roma “Sapienza”, Italia
DOI: https://doi.org/10.36253/me-16483

Published 2024-12-30

Keywords

  • Internet overuse,
  • Educational learning,
  • Italian upper secondary students,
  • PISA 2022

Copyright (c) 2024 Orazio Giancola, Salmieri Luca

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

This article examines online activities’ impact on Italian students’ academic skills using data from the OECD-PISA 2022 database. By applying multiple regression models, the study evaluates how different frequencies and modes of internet use affect learning outcomes in mathematics among Italian high school students. The findings indicate that moderate internet use can positively influence learning, while excessive use – defined as overuse starting from daily usage exceeding 3 hours and extending to 5-7 hours – or more is associated with a significant decline in academic performance. The analysis is based on data from a sample of 11,785 fifteen-year-old students. It employs linear regression models to assess the relationship between time spent online and mathematics scores (and, in some cases, reading comprehension) obtained in the standardized tests of the OECD-PISA 2022 survey. The methodological approach incorporates linear regression models and extends the analysis to reading skills. Students who spend more than hours a day online achieve significantly lower scores compared to those who limit their usage to a maximum of 1-2 hours. Furthermore, the study explores the influence of socio-demographic variables and the socio-economic and cultural status index (ESCS) on academic outcomes. The research highlights the importance of parents, teachers, and educators promoting the conscious and balanced use of digital technologies.

PDF

References

  1. Akram, W. e Kumar, R. (2017). «A study on positive and negative effects of social media on society», International journal of computer sciences and engineering, 5 (10), 351-354. https://doi.org/10.46243/jst.2022.v7.i10.pp46-54
  2. Appel, M., Marker, C. e Gnambs, T. (2020). «Are social media ruining our lives? A review of meta-analytic evidence», Review of General Psychology, 24 (1), 60-74. https://doi.org/10.1177/1089268019880891
  3. Avvisati, F. (2020). «The measure of socio-economic status in PISA: A review and some suggested improvements», Large-Scale Assessments in Education, 8 (1), 1-37. https://doi.org/10.1186/s40536-020-00086-x
  4. Bianconcini, S., Mignani, S. e Mingozzi, J. (2023). «Assessing maths learning gaps using Italian longitudinal data», Statistical Methods & Applications, 32 (3), 911-930. https://doi.org/10.1007/s10260-022-00676-9
  5. Borgonovi, F. e Ferrara, A. (2023), «COVID-19 and inequalities in educational achievement in Italy», Research in Social Stratification and Mobility, 83, 100760. https://doi.org/10.1016/j.rssm.2023.100760
  6. Boyd, D. (2014). It’s complicated: The social lives of networked teens. Yale University Press, New Haven. https://doi.org/10.12987/9780300166439
  7. Boyle, S.C., Baez, S., Trager, B.M. e LaBrie, J.W. (2022), «Systematic Bias in Self-Reported Social Media Use in the Age of Platform Swinging: Implications for Studying Social Media Use in Relation to Adolescent Health Behavior», International Journal of Environmental Research and Public Health, 19 (16), 9847. https://doi.org/10.3390/ijerph19169847
  8. Bro, R. e Smilde, A. K. (2014). «Principal component analysis», Analytical methods, 6 (9), 2812-2831. https://doi.org/10.1039/C3AY41907J
  9. Brubaker, R. (2020). «Digital hyperconnectivity and the self», Theory and Society, 49, 771-801. https://doi.org/10.1007/s11186-020-09405-1
  10. Caplan, S.E. (2002). «Problematic Internet use and psychosocial well-being: development of a theory-based cognitive-behavioral measurement instrument», Computers in human behavior, 18 (5), 553-575. https://doi.org/10.1016/S0747-5632(02)00004-3
  11. Contini, D., Di Tommaso, M. L. e Piazzalunga, D. (2022), « Pandemia di COVID-19 e apprendimenti scolastici: che cosa abbiamo imparato?», Epidemiologia e prevenzione, 46 (4), pp. 236–237. https://doi.org/10.19191/ep22.4.a549.072
  12. Cunliffe-Jones, P. (2022). «Re-thinking Media Literacy to Counter Misinformation», in K. Fowler-Watt e J. McDougall (a cura di), The Palgrave Handbook of Media Misinformation, Springer International Publishing, Cham, pp. 207-220. https://doi.org/10.1007/978-3-031-11976-7_14
  13. Di Franco, G. (2017). Tecniche e modelli di analisi multivariata. FrancoAngeli, Milano.
  14. Docu, V. (2018). «Millennials and anxiety: An exploration into social networking sites as a predisposing factor», Romanian Journal of Cognitive Behavioral Therapy and Hypnosis, 5 (1-2), 1-10.
  15. Fox, J. (2016). Applied Regression Analysis and Generalized Linear Models, Sage, London.
  16. Giancola, O. e Salmieri, L. (2020a). «Icts overuse in the European educational space. Interpreting the Icts overdose on learning outcomes», Sociologia e ricerca sociale, 121, 114-133. https://doi.org/10.3280/sr2020-121006
  17. Giancola, O. e Salmieri, L. (2020b). «Family background, school-track and macro-area: The complex chains of education inequalities in Italy», DISSE Working Papers, 4, 1-20.
  18. Giancola, O. e Salmieri, L. (2022). «Chain Effects in Diachronic Perspective. Social Inequalities and School-Tracks-Choices Affecting Educational Outcomes in Italy», Scuola democratica, 2, 385-409. https://www.rivisteweb.it/doi/10.12828/104565
  19. Giancola, O. e Salmieri, L. (2024). «The Pandemic, Socioeconomic Disadvantage and Learning Outcomes in Italy», in S.V. Schnepf, L. Volante, D.A. Klinger, O. Giancola e L. Salmieri (a cura di), The Pandemic, Socioeconomic Disadvantage and Learning Outcomes. Cross-national impact Analyses of Education Policy Reforms. Publications Office of the European Union, Luxembourg, pp. 92-115. https://data.europa.eu/doi/10.2760/800165
  20. Goodyear, V., Armour, K. e Wood, H. (2018). The impact of social media on young people’s health and wellbeing: Evidence, guidelines and actions, University of Birmingham, Birmingham.
  21. Greenhow, C. e Lewin, C. (2016). «Social media and education: Reconceptualizing the boundaries of formal and informal learning», Learning, Media and Technology, 41 (1), 6-30. https://doi.org/10.1080/17439884.2015.1064954
  22. Gui, M. e Büchi, M. (2021). «From use to overuse: Digital inequality in the age of communication abundance», Social Science Computer Review, 39 (1), 3-19. https://doi.org/10.1177/08944393198511
  23. Hajjar, S. T. (2018). «Statistical analysis: Internal-consistency reliability and construct validity», International Journal of Quantitative and Qualitative Research Methods, 6 (1), 27-38.
  24. Haug, M., Reiter, J. e Gewald, H. (2024). «Content creators on Instagram. How users cope with stress on social media», Telematics and Informatics Reports, 13, 100111. https://doi.org/10.1016/j.teler.2023.100111
  25. Hogan, B. (2010). «The presentation of self in the age of social media: Distinguishing performances and exhibitions online», Bulletin of Science, Technology & Society, 30 (6), 377-386. https://doi.org/10.1177/0270467610385893
  26. Hosmer, D.W., Lemeshow, S. e Sturdivant, R.X. (2013). Applied Logistic Regression. Wiley, Hoboken, New Jersey.
  27. Hussain, A. e Shabir, G. (2020). «Cognitive needs and use of social media: A comparative study of gratifications sought, and gratification obtained», Information Discovery and Delivery, 48 (2), 79-90. https://doi.org/10.1108/IDD-11-2019-0081
  28. Junco, R. (2012). «The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement», Computers & education, 58 (1), 162-171. https://doi.org/10.1016/j.compedu.2011.08.004
  29. Kennedy, K. (2019). Positive and negative effects of social media on adolescent well-being, Minnesota State University, Mankato.
  30. Kirschner, P.A. e Karpinski, A.C. (2010). «Facebook® and academic performance», Computers in human behavior, 26 (6), 1237-1245. https://doi.org/10.1016/j.chb.2010.03.024
  31. Lau, W.W. e Yuen, A.H. (2013). «Adolescents’ risky online behaviours: The influence of gender, religion, and parenting style», Computers in Human Behavior, 29 (6), 2690-2696. https://doi.org/10.1016/j.chb.2013.07.005
  32. Lee, H., Ahn, H., Nguyen, T.G., Choi, S. W. e Kim, D.J. (2017). «Comparing the self-report and measured smartphone usage of college students: a pilot study», Psychiatry investigation, 14 (2), 198. https://doi.org/10.4306/pi.2017.14.2.198
  33. Lupton, D. (2020). «The sociology of mobile apps», in The Oxford Handbook of Digital Media Sociology, Oxford University Press, Oxford, pp. 197-218. https://doi.org/10.1093/oxfordhb/9780197510636.013.15
  34. Martinez, L., Gimenes, M. e Lambert, E. (2022). «Entertainment video games for academic learning: A systematic review», Journal of Educational Computing Research, 60 (5), 1083-1109. DOI: https://doi.org/10.1177/07356331211053848
  35. Martire, F. (2013). La regressione logistica e i modelli log-lineari nella ricerca sociale, FrancoAngeli, Milano.
  36. Meng, S.Q., Cheng, J.L., Li, Y.Y., Yang, X.Q., Zheng, J.W., Chang, X.W. e Shi, J. (2022). «Global prevalence of digital addiction in general population: A systematic review and meta-analysis», Clinical psychology review, 92, 102-128. https://doi.org/10.1016/j.cpr.2022.102128
  37. Nasution, A.K.P. (2024). «Analyzing the use of social media in education: A bibliometric review of research publications», Education and Information Technologies, 29 (8), 9495-9516. https://doi.org/10.1007/s10639-023-12179-5
  38. O’Day, E.B. e Heimberg, R.G. (2021). «Social media use, social anxiety, and loneliness: A systematic review», Computers in Human Behavior Reports, 3, 100070. https://doi.org/10.1016/j.chbr.2021.100070
  39. OCSE (2023a). PISA 2022 Results (Volume I): The State of Learning and Equity in Education, OECD Publishing, Paris. https://doi.org/10.1787/53f23881-en.
  40. OCSE, (2023b). PISA 2022 Results (Volume II): Learning During – and From – Disruption, PISA, OECD Publishing, Paris. https://doi.org/10.1787/a97db61c-en
  41. OCSE, (2024). PISA 2022 Technical Report, PISA, OECD Publishing, Paris. https://doi.org/10.1787/01820d6d-en
  42. Pantic, I. (2014). «Online social networking and mental health», Cyberpsychology, Behavior, and Social Networking, 17 (10), 652-657. https://doi.org/10.1089/cyber.2014.0070
  43. Parry, D.A., Davidson, B.I., Sewall, C.J., Fisher, J.T., Mieczkowski, H. e Quintana, D. S. (2021). «A systematic review and meta-analysis of discrepancies between logged and self-reported digital media use», Nature Human Behaviour, 5 (11), 1535-1547. https://doi.org/10.1038/s41562-021-01117-5
  44. Paulus, F. W., Ohmann, S., Von Gontard, A. e Popow, C. (2018). «Internet gaming disorder in children and adolescents: a systematic review», Developmental Medicine & Child Neurology, 60 (7), 645-659. https://doi.org/10.1111/dmcn.13754
  45. Rideout, V.J., Foehr, U.G. e Roberts, D.F. (2010). Generation M 2: Media in the Lives of 8-to 18-Year-Olds. Henry J. Kaiser Family Foundation, Oakland, Cal.
  46. Santagati, M. (2021). «Writing educational success. The strategies of immigrant-origin students in Italian secondary schools», Social Sciences, 10 (5), 1-18. https://doi.org/10.3390/socsci10050180
  47. Savonardo, L. (2020). GenerAzioni Digitali: Teorie, pratiche e ricerche sull’universo giovanile. EGEA, Milano.
  48. Schnepf, S.V., Volante, L., Klinger, D., Giancola, O. e Salmieri, L. (2024). «COVID-19 and learning loss: a global perspective», in S.V. Schnepf, L. Volante, D.A. Klinger, O. Giancola e L. Salmieri (a cura di), The Pandemic, Socioeconomic Disadvantage and Learning Outcomes. Cross-national impact Analyses of Education Policy Reforms. Publications Office of the European Union, Luxembourg, pp. 16-27. https://data.europa.eu/doi/10.2760/800165
  49. Selwyn, N. (2012). «I social media nell’educazione formale e informale tra potenzialità e realtà», Italian Journal of Educational Technology, 20 (1), 4-10. DOI: https://doi.org/10.17471/2499-4324/174
  50. Spratt, J. (2017). Wellbeing, equity and education. A critical analysis of policy discourses of wellbeing in schools, Springer, Cham. DOI: https://doi.org/10.1080/15348458.2019.1624173
  51. Tsitsika, A., Janikian, M., Schoenmakers, T. M., Tzavela, E. C., Olafsson, K. et al., (2014). «Internet addictive behavior in adolescence: a cross-sectional study in seven European countries», Cyberpsychology, behavior, and social networking, 17 (8), 528-535. https://doi.org/10.1089/cyber.2013.0382
  52. Turkle, S. (2016). Reclaiming conversation: The power of talk in a digital age, Penguin Press, London.
  53. Weber, S. e Dixon, S. (2007). Growing up online: Young people and digital technologies. Springer, Singapore. https://doi.org/10.1057/9780230607019
  54. Whitmer, J. M. (2019). «You are your brand: Self‐branding and the marketization of self», Sociology Compass, 13 (3), e12662. https://doi.org/10.1111/soc4.12662
  55. Wong, L.H., Milrad, M. and Specht, M. (2015). Seamless learning in the age of mobile connectivity, Springer, Singapore. https://doi.org/10.1007/978-981-287-113-8