DOES ICT USE AFFECT THE SOCIAL WELL-BEING AND ACADEMIC PERFORMANCE IN SWEDEN? EMPRICAL EVIDENCE FROM PISA 2015?

Abstract

Aim: This study takes a quantitative approach, using PISA 2015 data in order to investigate the ICT use of Swedish secondary school students and the effects it has on social well-being as well as academic performance. Importantly, the mediating effects of different aspects of social well-being are taken into consideration to investigate the role they play within the relationship between ICT use and learning outcomes. Theory: The social constructivist perspective is used to provide a rationale for using different aspects of social well-being as mediating variables for learning outcomes. Vygotsky’s sociocultural theory and notion of mediation is build upon to create the conceptual framework that proposes a mediation model in which the effect of ICT use on learning outcomes is mediated by the different aspects of social well-being. In addition, the literature review provides a clear point of departure by providing evidence of the relationships under study. Method: Quantitative data from the PISA 2015 student, teacher and ICT familiarity questionnaire was analysed, using SPSS for data management and MPLUS for Confirmatory factor analysis (CFA) and structural equation modelling (SEM). Path analysis is used to investigate the total, direct and indirect relationships between ICT use, social well-being and academic performance Results: The results indicate that ICT use has a negative effect on academic performance, whereas the relationship with social well-being is mainly due to the effects of the relationship with peers and the perceived unfairness by which teachers treat students. ICT use leads to better relationship with peers, but a worse relationship with teachers. The social well-being of students influences their academic performance. Similarly, this is also mainly due to engagement with peers and the perceived fairness by which the teacher treats the students. Engaging with peers negatively effects academic performance, whereas students who perceive a fairer treatment perform better. However, no statistically significant mediating effects were found, thus social well-being only mediates the relationship between ICT use and academic performance for a small, non-significant, amount.