The impact of different family socio-economic classes on the use of Internet learning by adolescence in two regions, Europe and China
DOI:
https://doi.org/10.54691/bcpssh.v19i.1631Keywords:
Academic performance, socio-economic status, Internet, COVID-19Abstract
Society is evolving rapidly, families from different socio-economic backgrounds also influence the learning of adolescence, to the extent that access to a proper education as well as access to better learning opportunities is another way of proving the socio-economic status (SES) of the family. Similarly, the spread of electronic information technology is something that every adolescence is exposed to, and the role that electronic technology plays in family learning has received more attention from society, with different family socio-economic status having a clear impact on the networks that adolescence use for learning. Another manifestation of the family life environment is the socio-economic situation of the family. It will depend on the material conditions of the family can reach a different manifestation and family-led activities available to parents to help support their adolescence. In other words, the socio-economic status of the family will affect the learning and academic performance of adolescents in different families. How families from diverse socio-economic status influence the internet used by adolescence for learning will be the topic of this study. The Internet does not necessarily reflect effective in helping adolescence to learn, but it can also distract them from their studies. Parents from different socioeconomic backgrounds, each with different levels of education, different educational habits, and different experience with emerging technologies, influence the impact of adolescents' use of the Internet for help. During the COVID-19 pandemic, the impact of families across all classes on young people's learning was, and still is in some regions, also critical to their academic success.
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