Teenager’s Tendencies To Gadget Addiction In Learning Environments With Different Accountability Ratings

Abstract

According to cross-cultural studies the popularization of gadgets creates psychological dependence on the individual. Moreover, information pressure on a teenager’s psyche leads to changes in his/her learning environment. It is assumed that a high accountability rating (measured by the federal standardized exam) of learning environment is an indirect indicator of teenagers’ involvement in educational activities. The aim of the study is to identify teenager’s tendencies to gadget addiction in the learning environments with different accountability ratings. Data sources included demographic survey and the tendency for gadget addiction scale. Data analysis is performed by IBM SPSS Statistics Base 22.0 using measures of descriptive statistics, Mann-Whitney U-test, point-biserial correlation. The results show the variability of gadget addiction in learning environments with high ratings and homogeneity in learning environments with low ratings. Differences between the tendency to gadget addiction and learning environments were not set. Association between the “tendency to gadget addiction” and male students were set. The revealed features of teenager’s gadget addiction in learning environments with different accountability ratings are of practical interest for teachers, parents, educational psychologists and practicing psychologists. Further research should focus on identifying macro- and micro factors of the learning environments that make conditions for gadget-addiction and in-depth study of substantial factors that determine the tendencies for this phenomenon in the group of boys and girls, taking into their GPA.