Academic Self-Concept and the Use of Tablet Technologies in Czech and Slovak Schools
New technologies are being increasingly introduced into classrooms as new tools for learning. This is however often done regardless of any academic evidence concerning their impact. Our objective was to identify differences in Academic Self-Concept in students before and after using tablet technolog...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Slovak Academy of Sciences, Centre of Social and Psychological Sciences
2018-10-01
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| Series: | Studia Psychologica |
| Subjects: | |
| Online Access: | http://www.studiapsychologica.com/uploads/MASARYK_SP_3_vol.60_2018_pp.167-182.pdf |
| _version_ | 1818189171308625920 |
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| author | Radomír Masaryk Lenka Sokolová Mária Kénesy Túnyiová |
| author_facet | Radomír Masaryk Lenka Sokolová Mária Kénesy Túnyiová |
| author_sort | Radomír Masaryk |
| collection | DOAJ |
| description | New technologies are being increasingly introduced into classrooms as new tools for learning. This is however often done regardless of any academic evidence concerning their impact. Our objective was to identify differences in Academic Self-Concept in students before and after using tablet technologies in education. A total of 490 students aged 10 to 17 from 10 schools in Slovakia and 12 schools in Czechia were enrolled in a 6-month trial, in which instruction was conducted via tablets and touchscreen boards. Our findings showed that the Academic Self- Concept scores of children, who had below-average Academic Self-Concept scores, improved over the trial. However, initial above-average scores tended to decrease throughout the trial. Incorporating technologies into the educational process does not appear to have the potential to be associated with an increase in Academic Self-Concept in students overall. We believe that those who score low on Academic Self-Concept may benefit from the overall motivating effect of the intervention, and from the chance to experience success in novel educational situations. |
| first_indexed | 2024-12-11T23:38:35Z |
| format | Article |
| id | doaj.art-4c9d622f6f2c4964aac6e6a55d5f9d0a |
| institution | Directory Open Access Journal |
| issn | 0039-3320 2585-8815 |
| language | English |
| last_indexed | 2024-12-11T23:38:35Z |
| publishDate | 2018-10-01 |
| publisher | Slovak Academy of Sciences, Centre of Social and Psychological Sciences |
| record_format | Article |
| series | Studia Psychologica |
| spelling | doaj.art-4c9d622f6f2c4964aac6e6a55d5f9d0a2022-12-22T00:45:47ZengSlovak Academy of Sciences, Centre of Social and Psychological SciencesStudia Psychologica0039-33202585-88152018-10-0160316718210.21909/sp.2018.03.760Academic Self-Concept and the Use of Tablet Technologies in Czech and Slovak SchoolsRadomír Masaryk0Lenka Sokolová1Mária Kénesy Túnyiová2Institute of Applied Psychology, Faculty of Social and Economic Sciences, Comenius University in Bratislava, Mlynské Luhy 4, 821 05 Bratislava, Slovak RepublicDepartment of Psychology and Pathopsychology, Faculty of Education, Comenius University, Bratislava, Slovak RepublicInstitute of Experimental Psychology, CSPS Slovak Academy of Sciences Bratislava, Slovak RepublicNew technologies are being increasingly introduced into classrooms as new tools for learning. This is however often done regardless of any academic evidence concerning their impact. Our objective was to identify differences in Academic Self-Concept in students before and after using tablet technologies in education. A total of 490 students aged 10 to 17 from 10 schools in Slovakia and 12 schools in Czechia were enrolled in a 6-month trial, in which instruction was conducted via tablets and touchscreen boards. Our findings showed that the Academic Self- Concept scores of children, who had below-average Academic Self-Concept scores, improved over the trial. However, initial above-average scores tended to decrease throughout the trial. Incorporating technologies into the educational process does not appear to have the potential to be associated with an increase in Academic Self-Concept in students overall. We believe that those who score low on Academic Self-Concept may benefit from the overall motivating effect of the intervention, and from the chance to experience success in novel educational situations.http://www.studiapsychologica.com/uploads/MASARYK_SP_3_vol.60_2018_pp.167-182.pdfeducationself-conceptacademic self-concept |
| spellingShingle | Radomír Masaryk Lenka Sokolová Mária Kénesy Túnyiová Academic Self-Concept and the Use of Tablet Technologies in Czech and Slovak Schools Studia Psychologica education self-concept academic self-concept |
| title | Academic Self-Concept and the Use of Tablet Technologies in Czech and Slovak Schools |
| title_full | Academic Self-Concept and the Use of Tablet Technologies in Czech and Slovak Schools |
| title_fullStr | Academic Self-Concept and the Use of Tablet Technologies in Czech and Slovak Schools |
| title_full_unstemmed | Academic Self-Concept and the Use of Tablet Technologies in Czech and Slovak Schools |
| title_short | Academic Self-Concept and the Use of Tablet Technologies in Czech and Slovak Schools |
| title_sort | academic self concept and the use of tablet technologies in czech and slovak schools |
| topic | education self-concept academic self-concept |
| url | http://www.studiapsychologica.com/uploads/MASARYK_SP_3_vol.60_2018_pp.167-182.pdf |
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