學(xué)生沉迷社交網(wǎng)站 考試成績(jī)差

　　Facebook users may feel socially successful in cyberspace but they are more likely to perform poorly in exams, according to new research into the academic impact of the social networking website.

　　The majority of students who use Facebook every day are underachieving by as much as an entire grade compared with those who shun the site.

　　About 83% of British 16 to 24-year-olds are thought to use social networking sites such as Facebook, MySpace and Bebo, to keep in touch with friends and organize their social lives.

　　“Our study shows people who spend more time on Facebook spend less time studying,” said Aryn Karpinski, a researcher in the education department at Ohio State University. “Every generation has its distractions, but I think Facebook is a unique phenomenon.”

　　Karpinski and a colleague questioned 219 US undergraduates and graduates about their study practices and general internet use, as well as their specific use of Facebook.

　　They found that 65% of Facebook users accessed their account daily, usually checking it several times to see if they had received new messages. The amount of time spent on Facebook at each log-in varied from just a few minutes to more than an hour.

　　The Ohio report shows that students who used Facebook had a “significantly” lower grade point average - the marking system used in US universities - than those who did not use the site.

　　“It is the equivalent of the difference between getting an A and a B,” said Karpinski, who will present her findings this week to the annual meeting of the American Educational Research Association.

　　Some UK students have already spotted the potential danger. Daisy Jones, 21, an undergraduate in her final year at Loughborough University, realized the time she was spending on Facebook was threatening her grades - prompting her to deactivate her account.

　　“I was in the library trying to write a 2,000-word essay when I realized my Facebook habit had got out of hand,” she said.

　　“I couldn’t resist going online, then someone’s photo catches your eye. Before you know it, a couple of minutes has turned into a couple of hours and you haven’t written a thing.”

　　Jones is among the few to have recognized the risks. According to Karpinski’s research, 79% of Facebook-using students believed the time they spent on the site had no impact on their work.

　　Facebook said: “There is also academic research that shows the benefits of services like Facebook. It’s in the hands of students, in consultation with their parents, to decide how to spend their time.”

　　一項(xiàng)針對(duì)社交網(wǎng)站對(duì)學(xué)業(yè)影響的最新調(diào)查顯示，F(xiàn)acebook的使用者也許在網(wǎng)絡(luò)社交中頗為成功，但他們?cè)诳荚囍型�往表現(xiàn)很差。

　　與從不使用該網(wǎng)站的學(xué)生相比，每天使用Facebook的大多數(shù)學(xué)生成績(jī)要低一個(gè)等級(jí)。

　　據(jù)稱，16歲至24歲的英國(guó)人中約有83%通過Facebook，Myspace和Bebo等社交網(wǎng)站與朋友保持聯(lián)系并組織社交活動(dòng)。

　　俄亥俄州立大學(xué)教育系研究員阿林·卡爾平斯基說：“我們的研究表明，在Facebook網(wǎng)站上消磨時(shí)間越長(zhǎng)的人，用于學(xué)習(xí)的時(shí)間越少。每代人都會(huì)碰到令人分心的東西，但我認(rèn)為‘Facebook’是個(gè)獨(dú)特現(xiàn)象。”

　　卡爾平斯基和同事對(duì)美國(guó)219名本科生和研究生的學(xué)業(yè)、網(wǎng)絡(luò)使用習(xí)慣以及使用Facebook的情況進(jìn)行了調(diào)查。

　　研究人員發(fā)現(xiàn)，65%的Facebook使用者每天登錄個(gè)人主頁，經(jīng)常多次刷新頁面，唯恐漏掉一條新留言，每次登錄后逗留的時(shí)間短則幾分鐘，長(zhǎng)則一個(gè)多小時(shí)。

　　俄亥俄州立大學(xué)的研究報(bào)告表明，按照美國(guó)大學(xué)的評(píng)分方法，與從不使用該網(wǎng)站的學(xué)生相比，使用Facebook的學(xué)生平均分“低得多”。

　　卡爾平斯基說：“這種差別相當(dāng)于成績(jī)?yōu)锳和B的區(qū)別。”她將于本周在美國(guó)教育研究會(huì)年度會(huì)議上發(fā)表該研究成果。

　　英國(guó)一些學(xué)生已經(jīng)意識(shí)到了這一潛在危害。拉夫堡大學(xué)的本科畢業(yè)生、21歲的戴西·瓊斯意識(shí)到，在Facebook上消磨時(shí)間正威脅到她的成績(jī)，這促使她注銷了個(gè)人賬戶。

　　她說：“我在圖書館里寫一篇兩千字的論文時(shí)，突然意識(shí)到自己已經(jīng)迷上Facebook無法自拔。我忍不住登錄網(wǎng)站，接著被某人的照片吸引。在你發(fā)覺之前，已經(jīng)過去了幾小時(shí)，而不是幾分鐘，而你的論文還沒動(dòng)筆。”

　　瓊斯僅僅是意識(shí)到這些危害的少數(shù)學(xué)生之一。根據(jù)卡爾平斯基的研究，使用 Facebook的學(xué)生中有79%確信他們?cè)诰W(wǎng)站上消磨時(shí)間不會(huì)影響學(xué)業(yè)。

　　Facebook方面稱：“也有科學(xué)研究證實(shí)使用Facebook這類社交服務(wù)有益。主動(dòng)權(quán)掌握在學(xué)生手里，他們可以和家長(zhǎng)商討，決定如何分配時(shí)間。”