学习与玩耍的有限时间

Whole student development and students’digital leisure outside of school Disclaimers This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and argumentsemployed herein do not necessarily reflect the official views of the Member countries of the OECD. This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over anyterritory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of suchdata by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the WestBank under the terms of international law. Note by the Republic of Türkiye The information in this document with reference to “Cyprus” relates to the southern part of the Island. There is no singleauthority representing both Turkish and Greek Cypriot people on the Island. Türkiye recognises the Turkish Republic ofNorthern Cyprus (TRNC). Until a lasting and equitable solution is found within the context of the United Nations, Türkiye shallpreserve its position concerning the “Cyprus issue”. Note by all the European Union Member States of the OECD and the European Union The Republic of Cyprus is recognised by all members of the United Nations with the exception of Türkiye. The information inthis document relates to the area under the effective control of the Government of the Republic of Cyprus. Kosovo: This designation is without prejudice to positions on status, and is in line with United Nations Security CouncilResolution 1244/99 and the Advisory Opinion of the International Court of Justice on Kosovo’s declaration of independence. Photo credits: © Lomb/Shutterstock Attribution 4.0 International (CC BY 4.0) This work is made available under the Creative Commons Attribution 4.0 International licence. By using this work, you accept to be boundby the terms of this licence (https://creativecommons.org/licenses/by/4.0/). Translations – you must cite the original work, identify changes to the original and add the following text: In the event of any discrepancybetween the original work and the translation, only the text of original work should be considered valid. Adaptations – you must cite the original work and add the following text: This is an adaptation of an original work by the OECD. The opinionsexpressed and arguments employed in this adaptation should not be reported as representing the official views of the OECD or of itsMember countries. Third-party material – the licence does not apply to third-party material in the work. If using such material, you are responsible for obtainingpermission from the third party and for any claims of infringement. You must not use the OECD logo, visual identity or cover image without express permission or suggest the OECD endorses your use of thework. Any dispute arising under this licence shall be settled by arbitration in accordance with the Permanent Court of Arbitration (PCA) ArbitrationRules 2012. The seat of arbitration shall be Paris (France). The number of arbitrators shall be one. Abstract This policy paper examines how much time 15-year-old students dedicate to digitalleisure outside of school and explores the relationship between digital leisure andstudents’ learning outcomes and well-being at school. The paper finds that whendigital leisure takes place outside school hours, it is only after 4 hours a day thatthe relationships between time spent on digital leisure and students’ mathematicsscores and sense of belonging at school are negative. Students who balance amoderate use of digital devices for leisure with a moderate time spent on learningoutside of school have both higher academic and well-being outcomes than theirpeers. Acknowledgements This policy paper is the product of a collaborative effort between the countriesand economies participating in PISA, the national and international experts andinstitutions working within the framework of the PISA Consortium, and the OECDSecretariat. This policy paper was drafted by Soumaya Maghnouj, with statistical and analyticalsupport from Gwénaël Jacotin, under the guidance of Miyako Ikeda. It was edited byClara Young. Andreas Schleicher, Yuri Belfali, Luka Boeskens, Francesca Gottschalk,Claire Shewbridge and Miho Taguma from the OECD Directorate for Education andSkills and members of the PISA Governing Board provided valuable feedback. Administrative support was provided by Sarah Christofides. Sophie Limoges co-ordinated the production of the report and provided communications support. The development of the paper was steered by the PISA Governing Board, chairedby Michele Bruniges (Australia), with Manual Palacios (Brazil) and Carmen TovarSánchez (Spain) as vice chairs. Table of contents Abstract........