351
Views
1
CrossRef citations to date
0
Altmetric
Research Article

Psychological, cultural and socio-structural factors associated with digital immersion in Chilean adolescents

ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Pages 21-40 | Received 24 Feb 2020, Accepted 13 Mar 2021, Published online: 05 Apr 2021

References

  • Baiden, F., Amankwah, J., & Owusu, A. (2020). Sexting among high school students in a metropolis in Ghana: An exploratory and descriptive study. Journal of Children and Media, 14(3), 1–15.
  • Betancourt, H. (2015). Investigación sobre cultura y diversidad en psicología: Una mirada desde el modelo integrador. PSYKHE, 24(2), 1–4.
  • Blank, G., & Groselj, D. (2014). Dimensions of internet use: Amount, variety, and types. Information, Communication & Society, 17(4), 417–435.
  • Boyd, D. (2014). It’s complicated: The social lives of networked teens. New Haven, London: Yale University Press.
  • Brooks, K. (2003). There is nothing virtual about immersion: Narrative immersion for VR and other interfaces. Cambridge, MA: Media Lab building.
  • Byrne, B. (2004). Testing for multigroup invariance using AMOS graphics: A road less travelled. Structural Equation Modelling, 11(2), 272–300.
  • Calvo-Porral, C., Faíña-Medín, A., & Nieto-Mengotti, M. (2017). Exploring technology satisfaction: An approach through the flow experience. Computers in Human Behavior, 66(SupplementC), 400–408.
  • Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The digital competence framework for citizens with eight proficiency levels and examples of use. Luxembourg: Publication Office of the European Union.
  • Carter, M., & Grover, V. (2015). Me, my self and I (T): Conceptualizing information technology identity and its implications. MIS Quarterly, 39(4), 931–957.
  • Celik, V., & Yesilyurt, E. (2013). Attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education. Computers & Education, 60(1), 148–158.
  • Cheung, W., & Huang, W. (2005). Proposing a framework to assess Internet usage in university education: An empirical investigation from a student’s perspective. British Journal of Educational Technology, 36(2), 237–253.
  • Flynn, P. M., Betancourt, H., & Ormseth, S. R. (2011). Culture, emotion, and cancer screening: An integrative framework for investigating health behavior. Annals of Behavioral Medicine, 42(1), 79–90.
  • Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for life in a digital age: The IEA international computer and information literacy study international report. Cham: Springer.
  • Gaskin, J. Producer. (2011). Multigroup moderation in AMOS (chi-square difference). Gaskination’s Statistics. Retrieved from http://youtube.com/Gaskination
  • Georgiou, Y., & Kyza, E. A. (2017). The development and validation of the ARI questionnaire: An instrument for measuring immersion in location-based augmented reality settings. International Journal of Human-Computer Studies, 98, 24–37.
  • Giedd, J. N. (2012). The digital revolution and adolescent brain evolution. Journal of Adolescent Health, 51(2), 101–105.
  • Helsper, E. (2017). Motivation Scale. London: LSE.
  • Helsper, E., Van Deursen, A. J., & Eynon, R. (2015). Tangible outcomes of internet use: From digital skills to tangible outcomes project report. London: Oxford Internet Institute. University of Twente. London School of Economics.
  • Horrigan, J. B. (2007). A typology of information and communication technology users. Washington, DC: Pew Research Center’s Internet & American Life Project.
  • Howard, P., Rainie, L., & Jones, S. (2001). Days and nights on the Internet: The impact of a diffusing technology. American Behavioral Scientist, 45(3), 383–404.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modelling: A Multidisciplinary Journal, 6(1), 1–55.
  • Ito, M., Baumer, S., Bittanti, M., Boyd, D., Cody, R., Stephenson, B. H., & Tripp, L. (2009). Hanging out, messing around, and geeking out: Kids living and learning with new media. Cambridge, Massachusetts: MIT Press.
  • Jenkins, H. (2006). Convergence culture: Where old and new media collide. New York: New York University Press.
  • Kimble, C., Hirt, E., Díaz-Loving, R., Hosch, H., Lucker, G. W., & Zárate, M. (2002). Psicología Social de las Américas. México: Pearson Educación.
  • Labbé, C. (2006). Preferencias valóricas, uso de recursos tecnológicos: Un estudio en profesores. (Master of Science in Psychology). Temuco: Universidad de La Frontera.
  • León, M., Cerda, C., Rehbein, L., & Saiz, J. (in press). Diseño y validación de una Escala de Inmersión Digital para Adolescentes. Estudios Pedagógicos.
  • Leung, L. (2008). Linking psychological attributes to addiction and improper use of the mobile phone among adolescents in Hong Kong. Journal of Children and Media, 2(2), 93–113.
  • Lin, K.-Y., & Lu, H.-P. (2011). Why people use social networking sites: An empirical study integrating network externalities and motivation theory. Computers in Human Behavior, 27(3), 1152–1161.
  • Magen-Nagar, N., & Shonfeld, M. (2018). The impact of an online collaborative learning program on students’ attitude towards technology. Interactive Learning Environments, 26(5), 621–637.
  • McQuilkin, J., Garðarsdóttir, R. B., Thorsteinsson, T., & Schwartz, S. H. (2016). An Icelandic translation and validation of the revised 19-value portrait values questionnaire. Personality and Individual Differences, 101, 428–434.
  • Milosevic, T., & Vladisavljevic, M. (2020). Norwegian children’s perceptions of effectiveness of social media companies’ cyberbullying policies: An exploratory study. Journal of Children and Media, 14(1), 74–90.
  • Mossberger, K., Tolbert, C. J., & Hamilton, A. (2012). Broadband adoption measuring digital citizenship: Mobile access and broadband. International Journal of Communication, 6, 2492–2528.
  • Muhametjanova, G., Afacan Adanır, G., & Akmatbekova, A. (2019). Internet and social networks use habits of adolescents between ages of 10-19 in the Kyrgyz Republic. Journal of Children and Media, 14(2), 1–14.
  • Ojo, A. O., & Raman, M. (2017, 16-20 July). Differences in individual usage of the internet: Cognitive, motivational and contextual aspects of the digital divide. Paper presented at the Pacific Asia Conference on Information Systems (PACIS), Langkawi Island, Malaysia.
  • Ortega, J., Recio, M., & Román, M. (2007). Diffusion and usage patterns of Internet services in the European Union. Information Research, 12(2). Retrieved from http://www.informationr.net/ir/12-2/paper302.html
  • Owston, R. D. (2009). Comments on Greenhow, Robelia, and Hughes: Digital immersion, teacher learning, and games. Educational Researcher, 38(4), 270–273.
  • Park, S. (2017). Digital Capital. Bruce, ACT, Australia: Palgrave Macmillan.
  • Rajulton, F. (2001). The fundamentals of longitudinal research: An overview. Canadian Studies in Population, 28(2), 169–185.
  • Rosenfeld, K. N. 2016. Terms of the digital age: Realities and cultural paradigms. M. N. Yildiz & J. Keengwe, Eds. Handbook of research on media literacy in the digital age pp. 115–136. Hershey, PA: Information Science Reference.
  • Scheerder, A., Van Deursen, A. J., & Van Dijk, J. A. (2017). Determinants of Internet skills, uses and outcomes. A systematic review of the second-and third-level digital divide. Telematics and Informatics, 34(8), 1607–1624.
  • Schwartz, S. H., Cieciuch, J., Vecchione, M., Davidov, E., Fischer, R., Beierlein, C., Demirutku, K. (2012). Refining the theory of basic individual values. Journal of Personality and Social Psychology, 103(4), 663–688.
  • Selwyn, N., Gorard, S., & Furlong, J. (2006). Adult learning in the digital age: Information technology and the learning society. London. New York: Routledge.
  • Tanaka, J. S. (1987). “How big is big enough?”: Sample size and goodness of fit in structural equation models with latent variables. Child Development, 58(1), 134–146.
  • Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development and test. Computers & Education, 57(4), 2432–2440.
  • Triandis, H. C. (2002). Subjective culture. Online Readings in Psychology and Culture, 2(2), 3–12.
  • Van Deursen, A. J., & Helsper, E. (2015). A nuanced understanding of internet use and non-use among the elderly. European Journal of Communication, 30(2), 171–187.
  • Van Deursen, A. J., Helsper, E., & Eynon, R. (2016). Development and validation of the Internet Skills Scale (ISS). Information, Communication & Society, 19(6), 804–823.
  • Van Deursen, A. J., & Van Dijk, J. A. (2019). The first-level digital divide shifts from inequalities in physical access to inequalities in material access. New Media & Society, 21(2), 354–375.
  • Van Dijk, J. A., & Van Deursen, A. J. (2014). Digital Skills: Unlocking the information society. Basingstoke: Palgrave Macmillan.
  • Vuorikari, R., Punie, Y., Carretero, S., & Van Den Brande, L. (2016). DigComp 2.0: The digital competence framework for citizens. Update phase 1: The conceptual reference model. Luxembourg: Publication Office of the European Union.
  • Yang, Z., Fu, X., Yu, X., & Lv, Y. (2018). Longitudinal relations between adolescents’ materialism and prosocial behavior toward family, friends, and strangers. Journal of Adolescence, 62, 162–170.
  • Zhao, L., Lu, Y., Huang, W., & Wang, Q. (2010). Internet inequality: The relationship between high school students’ internet use in different locations and their Internet self-efficacy. Computers & Education, 55(4), 1405–1423.
  • Zillien, N., & Hargittai, E. (2009). Digital distinction: Status-specific types of internet usage. Social Science Quarterly, 90(2), 274–291.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.