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Introduction Online video viewing dominates children’s screen time. According to a recent report by The Common Sense Census (Rideout and Robb, 2020), approximately 50% of children aged 2–4 and more than two-thirds of children aged 5–8 have their own tablet or smartphone. This also means that ICT has become an integral part of children’s lives and is considered a part of early childhood development (Epstein, 2015; Jack and Higgins, 2019).
Yi Fang Luo1, Seokmin Kang2, Shu Ching Yang3* and Chia Mei Lu4 1Shu-Te University, Taiwan 2The University of Texas Rio Grande Valley, United States 3National Sun Yat-sen University, Taiwan 4Cheng Shiu University, Taiwan The final, formatted version of the article will be published soon. Receive an email when it is updated Background: The advancement of digital technology implies the importance of polychronic learning.
Abstract Background Previous research has shown that achievement goals affect the frequency of academic dishonesty. However, mixed findings suggest that especially the effect of performance goals might depend on contextual factors. Aims We wanted to investigate whether crucial aspects of the achievement situation influence the magnitude of the effect of performance goals (here: focused on appearance) on dishonesty.
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