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Title:Vpliv elektronskih naprav na razvoj osnovnošolskih otrok : magistrska naloga
Authors:ID Lomovšek, Mateja (Author)
ID Bernik, Igor (Mentor) More about this mentor... New window
Files:.pdf 9581$$MM_Lomovsek_Mateja_2024_(1).pdf (2,13 MB)
MD5: 428EF20FD6A2333DB7860884C6EA4FF7
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FUDS - School of advanced social studies
Abstract:Namen: Ugotoviti smo želeli, kako uporaba elektronskih naprav vpliva na kognitivni, čustveni, socialni in fizični razvoj osnovnošolskih otrok v Sloveniji ter kako je povezana s tveganjem za digitalno zasvojenost. Metode: Naša raziskava je temeljila na kvantitativnem pristopu, pri čemer smo uporabili deskriptivno statistiko, korelacijsko analizo, linearno regresijsko analizo, Hi-kvadrat test, Cramerjev V test, in Cronbachov test konsistentnosti. Rezultati: Večina otrok je elektronske naprave uporabljala manj kot 2 uri na dan. Alternativne hipoteze, ki nam jih je uspelo potrditi s korelacijsko analizo, so pokazale šibek ali zmeren korelacijski koeficient (0,128 < | ρ | < 0,377). Statistična značilnost je bila konsistentno zelo visoka (p = 0,000). Bolj pogoste uporabe elektronskih naprav v večernih urah nam ni uspelo povezati s slabšimi izidi čustvenega razvoja ali težavami s spanjem in koncentracijo. Korelacije so bile zelo šibke (–0,21 < ρ < –0,11), pojasnjena varianca je bila zanemarljiva (0,01 < ρ-kvadrat < 0,05) in tudi Cramerjev V test je bil šibek (0,13 < V < 0,18). Prav tako nam ni uspelo potrditi vpliva demografskih dejavnikov družine na pogostost uporabe elektronskih naprav pri otrocih, saj je bila statistična značilnost Hi-kvadrat testa pri obeh alternativnih hipotezah prenizka. Test vpliva izobrazbe staršev je pokazal nizko statistično značilnost le v kontekstu naše raziskave (p = 0,003), medtem ko je test vpliva vrste družinske strukture, pokazal zelo nizko statistično značilnost (p = 0,342). Zaključek: Ugotovili smo, da je daljši čas, preživet pred elektronskimi napravami, koreliran z višjim tveganjem za digitalno zasvojenost ter s slabšimi izidi pri kognitivnem in socialnem razvoju osnovnošolskih otrok. Vpliv na fizični razvoj je bil negativen, čeprav nam ga ni uspelo v celoti pojasniti, medtem ko je vpliv na čustveni razvoj ostal popolnoma nepojasnjen. Na podlagi ugotovitev raziskave priporočamo uravnotežen pristop k uporabi elektronskih naprav pri otrocih, tako v domačem kot v šolskem okolju.
Keywords:elektronske naprave, digitalni mediji, osnovnošolski otroci, razvoj otrok, čas pred zasloni, vpliv tehnologije, demografski vpliv, magistrske naloge
Place of publishing:Nova Gorica
Place of performance:Nova Gorica
Publisher:M. Lomovšek
Year of publishing:2024
Year of performance:2024
Number of pages:84 str., [8] str. pril.
PID:20.500.12556/ReVIS-11513 New window
COBISS.SI-ID:214775555 New window
UDC:159.9
Note:Študijski program Medkulturni management;
Publication date in ReVIS:13.03.2025
Views:176
Downloads:8
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Secondary language

Language:English
Abstract:Goal: We aimed to explore how the use of electronic devices impacts the cognitive, emotional, social, and physical development of primary school children in Slovenia, and how it relates to the risk of digital addiction. Methods: Our research employed a quantitative approach, using descriptive statistics, correlation analysis, linear regression analysis, the Chi-square test, Cramer's V test, and Cronbach's test of consistency. Results: Most children used electronic devices for fewer than 2 hours daily. The alternative hypotheses that we confirmed through correlation analysis exhibited either weak or moderate correlation coefficients (0.128 < | ρ | < 0.377), while the statistical significance was consistently very high (p = 0.000). We could not associate more frequent use of electronic devices in the evening with poorer emotional development outcomes or with sleep and concentration problems. The correlations were very weak (–0.21 < ρ < –0.11), the explained variance was insignificant (0.01 < ρ-squared < 0.05) and Cramer's V was also weak (0.13 < V < 0.18). We couldn’t confirm the impact of family demographics on frequency of children's device use due to the low statistical significance of the Chi-square test for both hypotheses. The test on parental education showed low statistical significance in our study (p = 0.003), while the test on family structure had very low significance overall (p = 0.342). Conclusion: We found that increased time spent in front of electronic devices is correlated with a higher risk of digital addiction and poorer cognitive and social development outcomes in primary school children. The impact on physical development was generally negative, although we were not able to fully explain it, while the impact on emotional development remained completely unexplained. Based on our findings, we recommend a balanced approach to children’s electronic device usage in both home and school environments.


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