TY - JOUR
T1 - Does home Internet use influence the academic performance of low-income children?
AU - Jackson, Linda A.
AU - Von Eye, Alexander
AU - Biocca, Frank A.
AU - Barbatsis, Gretchen
AU - Zhao, Yong
AU - Fitzgerald, Hiram E.
N1 - Copyright:
Copyright 2011 Elsevier B.V., All rights reserved.
PY - 2006/5
Y1 - 2006/5
N2 - HomeNetToo is a longitudinal field study designed to examine the antecedents and consequences of home Internet use in low-income families (http://www.HomeNetToo.org). The study was done between December 2000 and June 2002. Among the consequences considered was children's academic performance. Participants were 140 children, mostly African American (83%), mostly boys (58%), and most living in single-parent households (75%) in which the median annual income was $15,000 (U.S. dollars) or less. Average age was 13.8 years. Ages ranged between 10 and 18 years, Internet use was continuously recorded, and multiple measures of academic performance were obtained during the 16-month trial. Findings indicated that children who used the Internet more had higher scores on standardized tests of reading achievement and higher grade point averages 6 months, 1 year, and 16 months later than did children who used it less. Older children used the Internet more than did younger children, but age had no effect on the nature or the academic performance benefits of Internet use. Implications for the digital "use" divide are discussed.
AB - HomeNetToo is a longitudinal field study designed to examine the antecedents and consequences of home Internet use in low-income families (http://www.HomeNetToo.org). The study was done between December 2000 and June 2002. Among the consequences considered was children's academic performance. Participants were 140 children, mostly African American (83%), mostly boys (58%), and most living in single-parent households (75%) in which the median annual income was $15,000 (U.S. dollars) or less. Average age was 13.8 years. Ages ranged between 10 and 18 years, Internet use was continuously recorded, and multiple measures of academic performance were obtained during the 16-month trial. Findings indicated that children who used the Internet more had higher scores on standardized tests of reading achievement and higher grade point averages 6 months, 1 year, and 16 months later than did children who used it less. Older children used the Internet more than did younger children, but age had no effect on the nature or the academic performance benefits of Internet use. Implications for the digital "use" divide are discussed.
KW - Academic performance
KW - Internet use
KW - Technology
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UR - http://www.scopus.com/inward/citedby.url?scp=33746855515&partnerID=8YFLogxK
U2 - 10.1037/0012-1649.42.3.429
DO - 10.1037/0012-1649.42.3.429
M3 - Article
C2 - 16756435
AN - SCOPUS:33746855515
SN - 0012-1649
VL - 42
SP - 429
EP - 435
JO - Developmental psychology
JF - Developmental psychology
IS - 3
ER -