achievement and well-being. Folded heart pendant.
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us, among students who share similar background characteristics and are at the same academic level in 8th grade, what they do on the Internet, rather than how often they go online, has important implications for how well they will achieve on one of the most important exams of their lives. During such a process, not only does gender make a difference in the patterns of Internet use, but it also plays a key role in differentiating what kinds of online activities help or Return to Tiffany Heart tag pendant students’ academic achievement in middle school. In studying how the Internet affects learning or how well students perform in early adolescence, then, gender remains a critical factor that deserves further examination. When more cross-national or cross-cultural data become available, it would be even more Tiffany Notes band ring to examine the linkage between Internet use and academic achievement. Such a comparative perspective would further identify the extent to which the current findings can be applied in various social and cultural contexts.
| [Reference] |
| REFERENCES |
| Chen, S. Y., & Lu, L. (in press). After-school time use in Taiwan: Its effects on educational achievement and well-being. Folded heart pendant. |
| Chen, Y. F., & Peng, S. S. (2008). University students’ Internet use and its relationships with academic performance, interpersonal relationships, psychosocial adjustment, and self-evaluation. CyberPsychology & Behavior, 11, 467-469. |
| Clemente, P. C. (1998). State of the Net: The new frontier. New York: McGraw-Hill. |
| Griffiths, M. D., Davies, M. N. O., & Chappell, D. (2004). Online computer gaming: A comparison of adolescent and adult gamers. Journal of Adolescence, 27, 87-96. |
| Hsu, Y. C, & Chuang, O. L. (2008). Paloma’s Tenderness Heart pendant Internet Café gendered spaces? CyberPsychology & Behavior, 11(2), 224-226. |
| Hunley, S. A., Evans, J. H., Delgado-Hachey, M., Krise, J., Rich, T., & Schell, C. (2005). Adolescent computer use and academic achievement. Adolescence, 40(158), 307-318. |