High-school students’ perceptions of the effects of non-academic usage of ICT on their academic achievements

Adi Salomon, Yifat Ben-David Kolikant*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

30 Scopus citations


We investigated high-school students’ perceptions of the relationship between non-academic information and communications technology (NA-ICT) use and academic achievements. A sample of 533 Israeli students responded to surveys on ICT use habits, achievements, and the relationship between the two. A negative correlation between reported NA-ICT use time and reported scores was found. The idea of the negative effect of NA-ICT use on achievements was accepted by the majority of students, regardless of their academic achievements. However, when asked about the effect that reducing NA-ICT use time might have on their own grades, the majority of students found on the middle levels of the school performance scale appeared to believe that limiting NA-ICT usage will help them improve their grades. In contrast, students found on both ends of the scale (high-achieving and low-achieving alike) did not necessarily see a decrease in NA-ICT usage as beneficial. We discuss a possible explanation relying on Covington's (1992) Self Esteem Theory and the entailed practical implications of our study.

Original languageAmerican English
Pages (from-to)143-151
Number of pages9
JournalComputers in Human Behavior
StatePublished - 1 Nov 2016

Bibliographical note

Publisher Copyright:
© 2016 Elsevier Ltd


  • Academic achievements
  • Non-academic usage of ICT
  • Perceptions
  • Self Esteem Theory


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