Abstract:
The aim of this research was to investigating the effects of virtual social networks (WhatsApp, tango and …) on academic performance and happiness of high school students. This research is the practical research type and in terms of style of data collection, is a descriptive research in type of causal-comparative. Statistical society has been the entire second course of Algooneh public high school students in district 3 of Shiraz that their number has been 360 people. 60 people are students that have been used virtual social networks in one hour or more than one hour in a day as well as 60 people are students that have been used virtual social networks less than one hour in a day. They have formed statistic society and they were selected by targeted sampling approach. For collecting data, we used Pham and Taylor academic performance questionnaire (1990) and Oxford Rjill, Martin and Crosland gaiety questionnaire (1989). For data measurement and analysis, we used SPSS software and descriptive and inferential statistics in level of punctual 0.5. In this research we used descriptive statistic indicators such as average, standard deviation and also inferential statistic tests such as T independent groups and pair of strings analysis of variance (ANOVA) and Post Hoc. The results of research showed that virtual social networks have no meaningful effect on academic performance and happiness, as well as there is no significant difference between majors.
Machine summary:
The Effect of Virtual Networks on Academic Performance of Student's Girls and Happiness in High School Maryam Mirhosseini and Abbas Gholtash Maryam Mirhosseini M.
com Abstract The aim of this research was to investigating the effects of virtualsocial networks (WhatsApp, tango and …) on academic performance and happiness of high school students.
5. In this research we used descriptive statistic indicators such as average, standard deviation and also inferential statistic tests such as T independent groups and pair of strings analysis of variance (ANOVA) and Post Hoc. The results of research showed that virtual social networks have no meaningful effect on academic performance and happiness, as well as there is no significant difference between majors.
The components of intelligence happiness Items per componentLife satisfaction 1, 2, 3, 4, 5, 6, 7, 8 Self-esteem 9, 10, 11, 12, 13, 14, 15 Subjective well-being 16, 17, 18, 19, 20 Satisfaction 21, 22, 23, 24 Positive mood 25, 26, 27 In this questionnaire, which was translated into Persian by Alipoor and Noorbala (1998), with two- halves-off method, ending coefficient was reported 0.
In Table (6), there is no significant difference in the effect of virtual social networks on students' academic performance.
Differences in the students' academic performance levels based on the amount of use of virtual social networks.
Students' motivation to use virtual social networks and their relationship with their academic performance .