Gain or Loss? The Internet Use among Generation Z and its Impact on Their Academic Achievement

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Published Jul 25, 2024
DOI https://doi.org/10.15354/bece.24.ar121

Xiulan Yu  
Institute of Education, Nanjing University, Nanjing 210008, Jiangsu, China

Abstract

Generation Z as digital natives are distinguished by their intense engagement in online activity. This article is an analysis of the impact of the internet use on academic performance in Gen Z based on data from the China Family Panel Studies (CEPS) 2020. Research findings show that there exist divides in the internet use among members of Gen Z with distinct family origins and that the impact of the internet use on students’ academic achievement varied according to their educational phases and prior academic rankings. The multi-categorical ordinal logistic regression model was adopted in the analysis.

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Keywords

Internet Use, Digital Divide, Academic Achievement, Internet-Based Learning Preference

References
Qu, W. & Min, S. (2019). Digital inequality in the use of the internet: An analysis based on the ordinal logit model. Journal of Communication University of China (Natural Science Edition), 26(6):50-55. DOI: https://doi.org/10.16196/j.cnki.issn.1673-4793.2019.06.005
How to Cite
Yu, X. (2024). Gain or Loss? The Internet Use among Generation Z and its Impact on Their Academic Achievement . Best Evidence in Chinese Education, 17(2), 1861–1863. https://doi.org/10.15354/bece.24.ar121
Issue
Vol. 17 No. 2 (2024)
Section
Article
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.