natgillin/translations-raw huggingface dataset:
The results86 have shown that “face-toface socialising with friends and peers” is positively associated (0.061 < r < 0.331; p < 0.05) with five listed ICT variables, and negatively only with the cumulative measure of media information and political content (r = -0.069; p < 0.05).
Izsledki87 so pokazali, da je »osebno druženje s prijatelji in vrstniki« pozitivno povezano (0,061 < r < 0,331; p < 0,05) s petimi navedenimi spremenljivkami IKT, negativno pa le s kumulativno mero informativno-politično medijskih vsebin (r = -0,069; p < 0,05).
We asked respondents about the use of mobile and stationary telephones (together).
Na drugi strani je »osebno druženje s partnerjem« stati
85 The scale was formulated from four indicators, in relation to which respondents answered the question: “How much time in an ordinary working day do you spend on average on entertainment content in the following media…?”, specifically for television, print media, radio and the internet.
85 Lestvica je bila sestavljena iz štirih kazalnikov, v zvezi s katerimi so anketiranci odgovarjali na vprašanje »Kako pogosto spremljaš politiko oz. novice v naslednjih množičnih medijih ... ?«, in sicer za televizijo, tiskane revije, radio in splet.
86 To calculate coefficients we used non-recoded results.
Anketirance smo spraševali po uporabi mobilnega in stacionarnega telefona (skupno).
On the other hand, “faceto-face socialising with partner” is associated statistically significantly and positively only with the measure of information and political media content (r = 0.076; p < 0.01) and with talking on the telephone (r = 0.098; p < 0.01).
stično značilno in pozitivno povezano le z mero informativno-političnih medijskih vsebin (r = 0,076; p < 0,01) ter s pogovarjanjem po telefonu (r = 0,098; p < 0,01).
Visiting relatives and spending time with the family on outings is also positively associated with the two cumulative measures of media use (0.086 < r < 0.152; p < 0.01), but not with the rest of the indicators of virtual/ICT activities.
Obiskovanje sorodnikov in druženje z družino na izletih je prav tako pozitivno povezano z obema kumulativnima merama uporabe medijev (0,086 < r < 0,152; p < 0,01), s preostalimi kazalniki virtualnih/IKT-dejavnosti pa ne.
Although we did not ask respondents this, we may conclude indirectly from quantitative data (and directly from qualitative data) that virtual communication and the use of mass media supplement face-to-face communication, or rather that young people communicate virtually with persons with whom they also communicate face-to-face (of course at other, “non-virtual” opportunities).
Čeprav anketirancev tega nismo vprašali, lahko iz kvantitativnih podatkov posredno sklepamo (iz kvalitativnih pa neposredno), da sta virtualno komuniciranje in uporaba množičnih medijev dopolnilo neposrednemu komuniciranju oz. da mladi virtualno komunicirajo z osebami, s katerimi komunicirajo tudi neposredno (seveda ob drugih, »nevirtualnih« priložnostih).
We can summarise by stating that among Slovenian youth, too, one cannot speak of a negative association between the use of ICT and the frequency of direct socialising and communication in person.
88 Na drugi strani pa izsledki kažejo, da virtualne dejavnosti in spremljanje množičnih medijev v veliki meri sovpadajo s kulturnimi, umetniškimi in politično-humanitarnimi dejav
At this point we can therefore conclude:
nostmi slovenske mladine, verjetno predvsem zaradi njihove informativne vloge.
Among Slovenian youth a similar positive relationship is evident between the more frequent use of ICT on the one hand and cultural, artistic, humanitarian and political activities on the other hand.
Pri slovenski mladini se podoben pozitivni odnos kaže tudi med pogostostjo uporabe IKT na eni ter kulturnimi, umetniškimi, humanitarnimi in političnimi dejavnostmi na drugi strani.
7.3 The frequency of individual computer activities
7.3 Pogostost posameznih računalniških dejavnosti
The graph below shows the use of computers among young Slovenians.
Grafikon spodaj prikazuje uporabo računalnika pri slovenskih mladostnikih.
This involves a wide range of activities that are partly drawn from research by Kaiser Family Foundation (Roberts et al., 2005).
Gre za širok nabor dejavnosti, ki so delno povzete po ameriški raziskavi Kaiser Family Foundation (Roberts et al., 2005).
The activities are set out in the graph below by frequency of average daily use in minutes.
Dejavnosti v spodnjem grafikonu so razvrščene po pogostosti povprečne dnevne uporabe v minutah.
88 We carried out the methodological conversion to minutes as shown in the chapter Creativity, culture and leisure.
89 Metodološko pretvorbo v minute smo izvedli tako, kot je prikazano že v poglavju Ustvarjalnost, kultura, prosti čas.
To sum up: we recoded the intervals as their mean value, and the intervals of frequency of activities selected by respondents were: 0 = nothing/I never do it, 1 = less than 15 minutes (recoded as 7.5 minutes), 2 = 15-30 minutes (recoded as 22.5 minutes), 3 = 30 minutes to 1 hour (recoded as 45 minutes), 4 = 1-2 hours (recoded as 90 minutes), 5 = 2-3 hours (recoded as 150 minutes), 6 = more than 3 hours (recoded
Naj povzamemo: rekodirali smo intervale v njihovo srednjo vrednost, intervali pogostosti dejavnosti, med katerimi so izbirali anketiranci, pa so bili:0 = nič/se nikoli ne ukvarjam, 1 = do 15 minut (rekodirano v 7,5 minute), 2 = 15-30 minut (rekodirano v 22,5 minute), 3 = 30 minut do 1 uro (rekodirano v 45 minut), 4 = 1-2 uri (rekodirano v 90 minut), 5 = 2-3 ure (rekodirano v 150 minut), 6 = več kot 3 ure (rekodirano v 210 minut).
Graph 80: Computer activities of young people (in minutes), Youth 2010
Povprečne vrednosti v minutah smo izračunali iz navedenih rekodiranih vrednosti.
I listen to music (including internet radio) I watch dvds and ﬁ lms (including on the internet)
Grafikon 80: Računalniške dejavnosti mladih (v minutah dnevno), Mladina 2010
I write, send and read e-mails
Delam stvari povezane s službenimi obveznostmi / Služenje denarja / pridobitne dejavnosti
I do things related to school
Na ostalih spletnih straneh
I watch or upload onto the web
Pišem, pošiljam in berem e- maile
I inform myself of events in the world
Delam stvari povezane s šolskimi obveznostmi
I play games I read newspapers or magazines online
Na spletu gledam ali na splet nalagam/uploadam videe
I do graphics
Se informiram o dogodkih v svetu
I shop or browse online
Igram igre
I write my own opinions/views on forums and blogs
Berem časopise ali revije preko spleta
The average values in minutes were calculated from the above recoded values.
Zaradi tega dejavnosti v zgornjem grafikonu ni mogoče preprosto sešteti in tako dobiti skupno
2005: 35-37; Bardhi et al., 2010).
Splet (skupno)
For this reason activities in the above graph cannot be simply added up to give a total daily use of the computer, and it makes most sense to set them out separately and compare their frequency.
dnevno uporabo računalnika, lahko pa jih predvsem smiselno razvrstimo in primerjamo njihovo pogostost.
In terms of frequency, very high on the list come watching DVDs and films (51.9 minutes) and spending time on social networking sites, which according to our data accounts for around 47.8 minutes a day of young people's time.
Po pogostosti sta posebej visoko še gledanje DVD-jev oz. filmov (51,9 minute) ter preživljanje časa na spletnih socialnih omrežjih, ki jih po naših podatkih mladi uporabljajo okoli 47,8 minute dnevno.
90Then come in terms of frequency: surfing for music and films online and downloading them, activities linked to work duties, surfing other websites and writing, sending and reading e-mails.
91 Nato si po pogostosti sledijo še: iskanje glasbe in filmov na spletu in njihovo prenašanje s spleta, dejavnosti, ki so povezane s službenimi obveznostmi, deskanje po drugih spletnih straneh ter pisanje, pošiljanje in branje elektronske pošte.
Of these activities the least frequent among Slovenian youth are: online shopping (or browsing goods) and writing one's own opinions and views on forums or blogs.
Od naštetih so med slovensko mladino najmanj pogoste dejavnosti: spletno nakupovanje (oz. seznanjanje z nakupi) in pisanje lastnih mnenj oz. stališč na forumih ali blogih.
Since some of these activities involve spending time online, and others not, we also asked young people how much time each day they spend on the internet (they assessed internet use in hours, see the final column in the above graph).
Ker nekatere od teh dejavnosti zajemajo preživljanje časa na spletu, druge pa ne, smo mlade povprašali tudi, koliko časa dnevno preživijo na spletu (ocenjevali so uporabo spleta v urah, gl. zadnji stolpec v zgornjem grafikonu).
The average value of daily use of the internet over the entire sample was just under two and a half hours, or just over 143 minutes daily.
Povprečna vrednost dnevne uporabe spleta na celotnem vzorcu je bila slabi dve uri in pol oz. dobrih 143 minut dnevno.
91 Young people therefore quite frequently pursue virtual activities, something also illustrated by statements from the interviewees in our study:
92 Mladi se torej razmeroma pogosto udejstvujejo v virtualnih dejavnostih, kar pa ponazarjajo tudi izjave intervjuvancev v naši raziskavi:
“[The role of digital media in your free time is]… big, mainly the computer, telephone and TV… I surf the internet, Youtube and so on…”
»[Vloga digitalnih medijev v tvojem prostem času je]…velika, predvsem računalnik, telefon in TV… brskam po internetu, Youtube in podobno…«
(Helena, 18, excellent grammar school student)
(Helena, 18 let, uspešna gimnazijka)
90 The latest study from the Nielsen research organisation and carried out in the USA showed that in terms of frequency of use, the social netowrking site Facebook is ahead not just compared to other online social networks, but also compared to other internet sites.
91 Najnovejša študija raziskovalne hiše Nielsen, izvedena v ZDA, je pokazala, da je socialno omrežje Facebook po pogostosti uporabe vodilno ne le v primerjavi z drugimi spletnimi socialnimi omrežji, temveč tudi v primerjavi z drugimi spletnimi stranmi.
On an average day, internet users in the USA spend more time browsing, configuring and reading Facebook pages than they spend in total browsing the following websites: Google, Yahoo, YouTube, Microsoft, Wikipedia and Amazon (Parr, 2010).
Spletni uporabniki v ZDA dnevno v povprečju namreč porabijo več časa za brskanje po spletnih straneh na Facebooku, urejanje in branje teh strani, kot pa skupaj porabijo za brskanje po teh spletnih straneh: Google, Yahoo, YouTube, Microsoft, Wikipedia in Amazon (Parr, 2010).
91 For comparison we should point out that young Americans (8-18 years old) use the internet for an hour and a half each day (excluding use in school).
92 Za primerjavo naj povemo, da mladi Američani (8-18 let) splet dnevno uporabljajo uro in pol (vendar izključujoč uporabo v šoli).
Young people use the computer primarily for communication and entertainment.
Mladi računalnik uporabljajo predvsem za komuniciranje in zabavo.
The findings indicate, therefore, that the most frequent computer activities involve, fun, entertainment and communication, which is not surprising.
Izsledki torej kažejo, da najpogostejše računalniške dejavnosti spadajo v zabavo, razvedrilo in komuniciranje, kar ni presenetljivo.
We could say that computer activities (especially use of the internet, and within that virtual social networking) have become an indispensable part of the everyday life of Slovenian youths, although some young people are nevertheless critical of internet use, especially Facebook, something indicated by the statements below from two interviewees in Youth 2010:
Lahko bi rekli, da so računalniške dejavnosti (še posebej uporaba spleta, znotraj njega pa virtualno socialno mreženje) postale nepogrešljiv del vsakdana slovenskega mladostnika, vendar so kljub temu nekateri mladi kritični do uporabe spleta, še posebej Facebooka, na kar kažeta spodnji izjavi dveh intervjuvancev v Mladini 2010:
“I think they (young people) sit there (at the computer) all afternoon, as much time as they can… on the one hand it's interesting, it's OK, they have friends... but they no longer know how to communicate face to face.
»Po mojem preždijo (mladi) tam (za računalnikom) celo popoldne, kolko majo cajta… po eni strani je sicer zanimivo, ok, se družijo… Se pa ne znajo več zmenit na štiri oči.
“Too little actual socialising, too much internet… Even mobile phones are no longer fashionable, everything's on Facebook… It's good for the business world, a great opportunity, but it's not good for society.”
»Premalo dejanskega druženja, preveč interneta… Niti mobitel ni več aktualen, ker je vse na Facebooku… za poslovni svet je to dobro, velika priložnost, za družbo pa to ni dobro…«
7.3.1 Socio-demographic factors and psychosocial correlates of ICT use
7.3.1 Sociodemografski dejavniki in psihosocialni korelati uporabe IKT
In analysing factors of frequency of computer activity, we first analysed the correlates of internet use.
Pri analizi dejavnikov pogostosti računalniških dejavnosti smo najprej analizirali korelate uporabe spleta.
Of the socio-demographic variables, only living in an urban environment (living there currently: r = 0.100; p < 0.001; living there while growing up: r = 0.106; p < 0.001) is associated with more frequent use of the internet.
Od sociodemografskih spremenljivk je le prebivanje v urbanem okolju (trenutno prebivanje: r = 0,100; p < 0,001; prebivanje med odraščanjem: r = 0,106; p < 0,001) povezano s pogostejšo uporabo spleta.
The following psychosocial constructs turned out to be statistically significant correlates of frequency of internet use: anomy (r = 0.057; p < 0.05), narcissistic grandiosity (r = 0.090; p < 0.01) and opportunism (r = 0.062; p < 0.05), hedonistic (r = 0.083; p < 0.01) and fatalistic (r = 0.075; p < 0.01) orientation to the present.
Za statistično značilne korelate pogostosti uporabe spleta pa so se izkazali ti psihosocialni konstrukti: anomičnost (r = 0,057; p < 0,05), narcistična grandioznost (r = 0,090; p < 0,01) in izkoriščevalnost (r = 0,062; p < 0,05), hedonistična (r = 0,083; p < 0,01) in fatalistična (r = 0,075; p < 0,01) usmerjenost v sedanjost.
It is interesting that permissive socialisation is also associated with more frequent use of the internet (r = 0.060; p < 0.05).92
Zanimivo je, da je s pogostejšo uporabo spleta povezana tudi permisivna socializacija (r = 0,060; p < 0,05).93
Since the use of the internet in itself does not show what kind of online content use is involved, we also analysed some specific content - firstly the frequency of use of social networking sites.
Ker uporaba spleta sama po sebi še ne pokaže, za kakšne vrste uporabe spletnih vsebin gre, smo analizirali še nekaj konkretnih vsebin - najprej pogostost uporabe spletnih strani za socialno mreženje.
It turned out that the majority of correlates are statistically significant, as follows: narcissistic grandiosity (r = 0.106; p < 0.01) and opportunism (r = 0.080; p < 0.01), alienation (r = 0.134; p < 0.001), anomy (r = 0.102; p < 0.001), orientation to the future (r = -0.075; p < 0.01), hedonistic (r = 0.156; p < 0.001) and fatalistic (r = 0.188; p < 0.001) orientation to the present and deviance (r = 0.097; p < 0.001).
Izkazalo se je, da je večina korelatov statistično značilna, in sicer: narcistična grandioznost (r = 0,106; p < 0,01) in izkoriščevalnost (r = 0,080; p < 0,01), odtujenost (r = 0,134; p < 0,001), anomičnost (r = 0,102; p < 0,001), usmerjenost v prihodnost (r = -0,075; p < 0,01), hedonistična (r = 0,156; p < 0,001) in fatalistična (r = 0,188; p < 0,001) usmerjenost v sedanjost in deviantnost (r = 0,097; p < 0,001).
Equally, young people who spend more time on social networking sites on average sleep more than their peers (r = 0.121; p < 0.001), but show greater fear93 associated with various areas of life, and have been less exposed to an authoritative socialisation style (r = -0.187; p < 0.01).
Prav tako mladi, ki več časa preživijo na spletnih straneh za socialno mreženje, v povprečju spijo več časa kot vrstniki (r = 0,121; p < 0,001), bolj pa izkazujejo strahove,94povezane z različnimi področji življenja, manj so bili deležni avtoritativnega socializacijskega sloga (r = -0,187; p < 0,01).
The majority of the above-mentioned psychosocial correlates of internet use were statistically significant
Druga analizirana računalniška dejavnost je bila ukvarjanje z računalniškimi igrami, pri katerem smo glede na pretekle raziskave (npr.
92 Foreign studies have also shown that socialisation patterns influence the frequency of internet use (Sun et al., 2005).
Mathers et al., 2009; Weaver et al., 2009) pričakovali največ povezav s kazalniki manj prilagojenega razvoja posameznika.
You sleep all day and play all night.
Spiš cel dan in celo noč igraš.
Playing games and voice chat… My mum doesn't say anything, it doesn't affect school.”
Igranje igre torej in voice chat… Mama na to ne reče nič, na šolo nima vpliva.
Playing computer games was also the only activity that showed a statistically significant correlate of social exclusion.
Ukvarjanje z računalniškimi igrami je bila tudi edina dejavnost, ki se je izkazala tudi za statistično značilen korelat socialne izključenosti.
Our research does not offer any basis for conclusions about the direction of causality (whether for instance more anomic youths use the internet more frequently or whether use of the internet increases the individual's sense of anomy), but most probably this involves a reciprocal process or two-sided effect.
Na podlagi naše raziskave sicer ni mogoče sklepati o smeri vzročnosti (ali npr. bolj anomični mladi pogosteje uporabljajo splet ali pa uporaba spleta posamezniku poveča občutke anomičnosti), najverjetneje pa gre za vzajemen proces oz. za obojestranski vpliv.
Equally, it should be pointed out that playing computer games does not have a necessarily negative influence on adolescent development.
Prav tako je treba omeniti, da ukvarjanje z računalniškimi igrami ne vpliva nujno negativno na mladostnikov razvoj.
My method is to be very attentive in class.
To ponazarjata tudi izjavi naših intervjuvancev:
This is illustrated by statements from our interviewees:
S temi se poznam iz srednje šole.
(Jona, 25, regular visitor to the Pekarna youth gathering place)
Večina virtualnih prijateljev je razsutih po Sloveniji.
We used to play football and go for walks.
Na
But I can't be bothered any more, it's easier to just play games and talk, but I've had a few moments when I thought I could be doing something else.
96 Naj še dodamo, da pozitivna povezanost nujno ne pomeni, da pogostejša uporaba IKT nujno pomeni tudi višje vrednosti psihosocialne neprilagojenosti pri njenih uporabnikih.
We may therefore conclude:
(Aleš, 20 let, virtualizirani mladi)
7.3.2 Use of ICT and political and civil society participation
7.3.2 Uporaba IKT ter politična in civilnodružbena participacija
In our study, political participation has been shown to be associated positively with the frequency of “using a computer” (r = 0.106; p < 0.001), and also with the frequency of internet use (r = 0.082; p < 0.01).
Politična participacija se je v naši raziskavi izkazala za pozitivno povezano s pogostostjo »ukvarjanja z računalnikom« (r = 0,106; p < 0,001), prav tako pa tudi s pogostostjo uporabe spleta (r = 0,082; p < 0,01).
Given the findings to date, we could summarise by saying that more time is devoted to ICT by psychologically less stable youth and that in this sense of media use the internet has a certain compensational role (Ko et al., 2005).
Glede na dosedanje izsledke bi lahko povzeli, da več časa za IKT namenijo psihološko manj stabilni mladostniki in da ima splet v tem smislu uporabe medijev določeno kompenzacijsko vlogo (Ko et al., 2005).
The majority of authors nevertheless agree that the web offers opportunities for new forms of socio-political activity (e.g. Stanley and Weare, 2004; Lin et al., 2005; Anduiza et al., 2009) and that at the same time it is a unique basis for young people to fulfil their political identity (Collin, 2008).
Na drugi strani je s politično participacijo praviloma pozitivno povezana tudi pogostost uporabe IKT (ne pa tudi uporabe spletnih socialnih omrežij), nobena od analiziranih IKT-dejavnosti pa ni povezana s civilnodružbenim delovanjem.
For this reason it is important that in measures in the area of youth policy account is taken of the potential of ICT (especially the internet) and the access to young people that it offers.
Večina avtorjev se vendarle strinja, da splet ponuja možnosti za nove oblike družbenopolitičnega udejstvovanja (npr.
Indeed we should remember that a large share of young people also give “work and studying” as a reason for using the internet (78 percent) along with “communication with family and friends” (77 percent, see Vromen, 2007).
Seveda pa je še posebej spodbudno, da ima medij, ki je med mladimi najbolj priljubljen, tudi med slovensko mladino pozitiven učinek na politično delovanje mladih ne glede na to, da pomembno vlogo spleta mladi vidijo v »zabavi« (gl.
The combination of different motives for using the internet is simply an additional advantage of it.
Chan in Fang, 2007; tudi Tufekci et al., 2008).
96 All of this of course does not mean that use of social networking websites necessarily has negative consequences (or put differently, that the frequency of use is associated with undesired phenomena).
Ne gre namreč pozabiti, da prav tako velik delež mladih kot razlog za uporabo spleta navaja tudi »delo in študij« (78 odstotkov) ter »komuniciranje z družino in prijatelji« (77 odstotkov, gl.
7.4 Traditional media: entertainment and information and political content
7.4 Tradicionalni mediji: zabavno-razvedrilne in informativnopolitične vsebine
In addition to the various newer forms of ICT (computer, internet) and activities (playing computer games, communicating by mobile phone and on social networking sites etc.), a study should also be made of how frequently Slovenian youth keep up with “traditional” mass media (television, radio, newspapers and magazines, see McQuail, 2005).
Poleg različnih novejših oblik IKT (računalnik, splet) in dejavnosti (ukvarjanje z računalniškimi igrami, komuniciranje po mobilnem telefonu in na spletnih socialnih omrežjih ipd.) je treba preučiti tudi, kako pogosto slovenska mladina spremlja »tradicionalne« množične medijev (televizija, radio, ter časopisi in revije, gl.
We may anticipate that there will be differences between young people who frequently expose themselves to entertainment media content (watching entertaining films, TV shows, reading tabloids etc.), and young people who more frequently expose themselves to information and political media content (e.g. information programmes, news, daily reports etc.).
Pričakovati je namreč mogoče, da so razlike med mladostniki, ki pogosto spremljajo zabavno-razvedrilne medijske vsebine (gledanje razvedrilnih filmov, TV-oddaj, branje rumenega tiska itd.), ter mladostniki, ki pogosteje spremljajo informativno-politične medijske vsebine (npr. informativni programi, novice, dnevna poročila ipd.).
This is also confirmed by previous studies, which have shown that entertainment content is mainly (but not exclusively) associated with negative aspects of psychosocial development (Bryant and Miron, 2002; Comstock, 2004), while political and information content is associated mainly with positive aspects (Fleming et al., 2005; Norris and Inglehart, 2009).
jujejo tudi pretekle študije, ki so pokazale, da so zabavno-razvedrilnevsebine pretežno (vendar ne izključno) povezane z negativnimi vidiki psihosocialnega razvoja (Bryant in Miron, 2002; Comstock, 2004), politično-informativne vsebine pa predvsem s pozitivnimi (Fleming et al., 2005; Norris in Inglehart, 2009).
Of course the findings in past studies have not always been unequivocal.
Seveda ugotovitve v preteklih raziskavah niso vselej enopomenske.