Studying and students’ emotions in digital surrounding

Abstract

For two decades now, the contemporary society has been dealing with the issue of legal and social definition of the digitalization of the process of studying. Its development path, from a proposal to affirmation, requires scholarly knowledge on the fact to what extent this form of studying activity is accepted by students, teachers, and parents respectively. By highlighting relevant theoretical standpoints, this paper presents the analysis of an empirical research on studying and students’ emotions in a digital surrounding, conducted on the sample of 116 eighth and ninth grade elementary students from the area of cities of Banja Luka and Prijedor respectively. The research shows that there is no statistically significant difference in assessment with regard to sex and performance, while there is a minimal one in terms of the time students spend working on their computers and their assessments.