首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
Complete the notes below. Write NO MORE THAN THREE WORDS for each answer. Research Topic -Instant Messaging addictio
Complete the notes below. Write NO MORE THAN THREE WORDS for each answer. Research Topic -Instant Messaging addictio
admin
2012-01-16
40
问题
Complete the notes below.
Write NO MORE THAN THREE WORDS for each answer.
Research Topic
-Instant Messaging addiction in teenagers
Demographics
-450 (21) completed by random sample of middle school students, Jiangsu Province
Scope
-Does IM addiction exist?
-What are the symptoms?
-Can it be predicted?
-Does it affect schoolwork?
4 Symptoms
- (22)
- (23)
- (24)
- (25)
Predictors of IM addiction
- (26)
- (27)
-Note: high level users who are not addicts tend to use IM to chat with friends rather than (28)
Conclusions
-Differences exist between high use and addiction but both have (29) effect on academic scores.
Recommendations
-Parents ought to take notice of teenagers’ IM usage and offer suitable (30) and control their use of IM.
TUTOR: ’m very glad that the two of you decided to pursue this research topic because I think it’s not only much needed but very relevant to current psychological concerns about addiction issues in young people. Now, tell me, how did you get started?
LEE: Well, we looked around for problems, or perceived problems, that teenagers in general might encounter and we came up with the extremely popular phenomenon of instant messaging and the implications that the use, or overuse, of this form of communication might have on teen behavior.
KIM: Then we decided to propose the concept of instant messaging addiction. By the way, do you mind if we abbreviate "instant messaging" to LM in our discussion?
TUTOR: Not at all. But before you go any further, tell me something about the demographic sample you used.
LEE: We chose a random sample of teenagers from Kiangs Province, from a typical public middle school, and we considered this group to be representative of teenagers in urban China. We distributed 500 questionnaires and 450 were returned. The sample group was on average aged between 14 and 15 years.
TUTOR: Internet addiction, or technological addiction as it’s sometimes called, has been studied many times before. What makes your research different?
LEE: Well, previous studies indicated that Internet-dependent students are more likely to use instant communication, but we wanted to find out primarily whether IM addiction actually exists...and if so, what the symptoms are.
KIM: And secondly, we wanted to know whether IM addiction could be predicted, and finally, whether addiction has an impact on academic performance.
TUTOR: Quite a large undertaking. Tell me, what IM addiction symptoms did you identify among teenagers in your sample?
KIM: We found four major IM addiction symptoms, which are remarkably similar to the symptoms used to identify substance dependence, although here we’re looking at behavioral addiction, not chemical addiction to drugs, alcohol or the like.
LEE: Yes, loss of control was a significant factor which indicates that the addicts had less self-discipline; they could not control the amount of time they spent on IM; and they neglected their schoolwork, as well as other responsibilities or obligations they might have. Obviously academic performance was adversely affected.
TUTOR: I’m sure that led to a lot of complaints from family and friends not to mention teachers.
KIM: Yes, of course. Another symptom was, as you would expect, a preoccupation with instant messaging— they would be annoyed if interrupted when chatting online and they would feel depressed and moody when they couldn’t; they would go without sleep in order to chat; and when they were offline they would still be thinking about online chatting. As in chemical addiction, they would need to increase the dose, in this case, of IM time, to get satisfaction.
TUTOR: That sounds quite disturbing.
LEE: Yes, and as you can imagine, loss of relationships due to overuse of IM was a factor too. The addicted teenagers would rather chat online than go out with friends or spend time with family, which jeopardized their social relationships and their educational opportunities.
KIM: The fourth addictive factor we found was escape. These teenagers used IM as a form of escape from reality and responsibilities.
TUTOR: And can IM addiction be predicted?
KIM: Well, we found a definite correlation between shyness and IM addiction.
LEE: Not only shyness, but also a feeling of alienation was a predictor too: alienation from family, peers, and school.
TUTOR: So the more alienated they feel, the more they look for affection, friendship and social support through IM.
KIM: Exactly. But, interestingly, what we found was that alienation was a predictor for addiction but not necessarily related to a high level of IM use.
TUTOR: How do you explain that?
KIM: One possible explanation we considered was that those who were not alienated would communicate frequently with their friends through IM but addicts, on the other hand, are probably looking for friendship through online chatting with strangers.
TUTOR: Look, we’re just about out of time--I’m really looking forward to reading your paper when you’ve finished it—but, before I go, can you quickly sum up your conclusions.
LEE: By looking at behavioral patterns and psychological characteristics, we were able to establish that there is a difference between high level of IM use and IM addiction as such.
KIM: And that there are certain positive predictors for addiction.
LEE: And our findings showed that teenagers’ level of use of IM affected their academic performance.
TUTOR: So, you’re saying that IM addiction detracts from the students’ academic performance.
LEE: That’s what we set out to prove--and there’s absolutely no doubt: addicted students perform badly at school—but what we also found is that there is a correlation between the level of IM use and schoolwork.
TUTOR: So, not just the addicts suffer low scores.
LEE: Precisely. Our results show that the higher the level of IM use, regardless of whether addiction is involved, the more negative impact there is on academic performance.
TUTOR: Your research shows, then, that not only should teachers and parents be on the lookout for those teenagers who might be vulnerable to IM addiction but that parents should pay close attention and provide proper guidance and monitor their teenagers’ level of use of instant messaging.
LEE: Yes, that’s it in a nutshell.
选项
答案
escape
解析
转载请注明原文地址:https://kaotiyun.com/show/StAO777K
本试题收录于:
雅思听力题库雅思(IELTS)分类
0
雅思听力
雅思(IELTS)
相关试题推荐
Morevaluableandcomprehensivethananypreviouslyproposedtheoryofthephenomenon,Salazar’sresearchhas(i)______thebasi
Justbecause,asaphotographer,Friedlander(i)______placesthatmostpeopleconsideruglydoesnotmeanthatheisouttopro
Thespacetravelsdescribedinsciencefictionstoriesalwaysusedtobeepicadventures,incomparisontowhichcurrentjournal
China’srapidlygrowingpopulationisthemainthreatfacinglargecarnivoresinthePeople’sRepublic.Increasingpoliciesaime
Aninfluentialearlyviewheldthatecosystemscontainnichesforalimitednumberofspeciesandthatcompetitionforresources
Recentlyanunusuallyhighnumberofdolphinshavebeenfounddeadofinfectiousdiseases,andmostofthesehadabnormallyhigh
Althoughspecificconcernsmaydeterminetheintentofaresearchproject,itsresultsareoften____.
OneofthereasonswhymanyearlyBritishcoloniesinNorthAmericafailedamidtheNewWorld’sabundancewasthatthesettlers’
PART1Theexaminerwillaskyouquestionsaboutyourself,suchas:—What’syourname?—Whatnationalityareyou?—Whatpart
随机试题
某女,40岁。内蒙古某畜牧场挤奶工。因不规则发热、多汗2个月,关节疼痛伴颈部淋巴结肿大20天入院。查体:T38.3℃,P60次/分,R23次/分,BP120/80mmHg。皮肤无黄染,颈部、颌下淋巴结肿大。右上腹压痛,肝肋下3cm,脾大。WBC4.0乘以十
全自动生化分析仪保持恒温的方式不包括
男性,18个月患儿。阵发性哭闹1天,伴有呕吐,呕吐物内有蛔虫,腹痛时右上腹部可触及一肿块,轻压痛,右髂窝空虚,肠鸣音亢进,大便呈果酱样,蛔虫卵阳性,立位腹部X线平片见数个小液气平面,首先应考虑为
溶菌酶作用于细胞壁中的
高血压脑病指的是
石膏板应采用自攻螺钉固定,周边螺钉的间距不应大于()mm。
下列各项中,不符合票据和结算凭证填写要求的是()
团队绩效考评与部门绩效考评的差别主要是()。
CPU主要技术性能指标有()。
TheincreasingAmericanizationofJapaneselifeisevidentinmanyways.Onesuchwayisthegrowingpopularityofcreditcards.
最新回复
(
0
)