Estonian Human Development Report

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Figure 5.4.6. Time spent on the consumption of media, doing homework, and engaging in sports and hobbies among 6 th to 12 th year pupils of city schools with Estonian as the language of instruction (means on a scale of frequency 0 – “not at all” ... 4 – “more than 3 hours a day”) 3.0 2.5 2.0 1.5 1.0 0.5 2.67 2.12 2.1 1.8 1.44 1.41 1.1 Figure 5.4.7. Percentage of people who engage in online content creation activities “often”, “consistently” or “sometimes” among all Internet users and the 15–19 age group Participating in gaming environments Commenting on articles published in Delfi or online newspapers Using forums to express my opinion on topics I consider important Posting and updating information about myself in social networking portals Searching for and managing information regarding friends and acquaintances in social networking portals Sharing music, films, programs Uploading videos Uploading pictures and photos Updating my website or blog 2.54 2.33 1.94 1.76 1.28 1.13 0.87 2001–2002 2005 2007 Sources: Estonian schools pupils’ media use survey 2001–2002; Noored ja meedia 2005; Noored ja Internet 2007 10 Source: Mina. Maailm. Meedia 2008 12 12 14 16 18 18 18 22 autumn 2007, 37% of school pupils had their own computer which was connected to the Internet (the corresponding figures were 25% in 2005 and 20% in 2001–2002). The improved availability of home Internet access has probably had a considerable effect on simultaneous changes in the pupils’ time budget: the growth curve of the time spent on the Internet in Figure 5.4.6. is very similar to the growth curve of home Internet connections. During the 2001–2005 period there was a sharp increase in the amount of time spent online on average; the Internet surpassed books, radio, sports and other hobbies, doing homework, as well as television as a means of spending time. It is noteworthy that in 2005–2007, the increase in time spent on the Internet has coincided with the continuous decrease in time spent watching TV and listening to the radio, while the time spent on doing homework and reading magazines and newspapers has remained the same, the relative importance 28 30 32 2.74 2.12 2.06 1.76 1.05 0.96 0.86 0 10 20 30 40 50 60 70 36 All Internet users Respondents aged 15–19 38 39 50 Books Print media Radio TV Internet Studying Sports, hobbies 66 68 of reading books in pupils’ time budget has decreased a little, and sports and hobbies have regained the level of importance they held in 2001–2002. Thus, the increase in the relative importance of the Internet has primarily affected the share of time devoted to traditional electronic media – television and radio; the decrease in the time spent on print media has been somewhat smaller. The central role of the Internet in school pupils’ daily lives and use of time can also be expressed vividly in terms of percentages: over 3 hours per day is usually spent on the Internet by 28% of the respondents, while 30% spend approximately 3 hours online, 30% spend 1–2 hours on the Internet and only less than 10% of the respondents spend less than an hour online on a daily basis (1% consider the time they spend online to be insignificant). Estonian youth as Internet users and creators of online content According to the 2008 population survey Mina. Maailm. Meedia, young people in Estonia generally tend to characterize their computer skills as good. Among respondents aged 15–19, 13% rate their skills as very good, 38% as good, and 24% as satisfactory. In terms of these indicators, their selfassessed level of skill falls below that of the 20–29 age group but surpasses all others. It is important to note that the girls in the 15–19 age group have a significantly lower evaluation of their computer skills than boys of the same age. In the following section we will analyze the respondents in the 15–19 age group in terms of the frequency and type of their Internet use (for the typology of Internet users see 5.3). Of the young people in this age group, 88% had used the Internet on the day of the survey or on the previous day, 7% had used the Internet within one week preceding the survey and approximately 1% used the Internet on a less frequent basis. Young people use the Internet primarily at home (81% of the respondents use it at home on a daily basis), and significantly less frequently at school (61% at least once a week) and other places, for example a friend’s home or an Internet access point (43% at least once a week). The most widespread Internet user types among young people aged 15–19 are entertainment-oriented active users (43%) and entertainment and communication-oriented infrequent users (38%). Active versatile Internet users make up 9% of the age group and infrequent users account for 8%. Thus, the majority of young people aged 15–19 use the Internet mostly for entertainment and communicating, while Internet use for practical purposes and informationoriented activities is less important for them. A new potential in Internet use is seen in creative online activities. Figure 5.4.7. compares the frequency of content creation among young people aged 15–19 with that of all Internet users. As is often common in the case of new opportunities and services, online content creation activities are mostly popular among young people. The most common activity both among the youngest age group and all Internet users is the uploading of pictures. The second most important activity is searching for and managing information on friends in social networking portals (Orkut, Facebook, Rate.ee, Myspace, LinkedIn, etc.). Commenting on articles published in the Delfi news portal or online newspapers is, somewhat surprisingly, a relatively uncommon activity, ranking even below expressing one’s opinions in online forums in terms of popularity. | 120
Attitudes and beliefs related to the Internet As we have seen in the previous subchapters, the Internet plays a very important role in the use of time and the daily lives of young people in Estonia, in addition to having a considerable influence on their lifestyles. Thus we consider it important to take a closer look at the beliefs related to the Internet. The importance of the Internet in the lives of Estonian school pupils is reflected in the excessive self-confidence and overwhelmingly positive attitudes of the young people in question. More than 90% of the school pupils polled in autumn 2007 were confident in their ability to use the Internet for any purpose (see Table 5.4.5.). The trustworthiness of the Internet as a source of information is relatively high, having experienced a considerable growth compared to the survey data dating back to 2005: 72% of school pupils considered the information available online trustworthy in 2007 (compared to 41% in 2005). During the two years, the Internet surpassed television in terms of reliability, rising to the 6 th position after family members, reference literature, school textbooks, teachers, and friends. In addition to television, school pupils also have less confidence in radio as well as newspapers and magazines than in the Internet. Although the majority of pupils are critical of the credibility of forum entries posted anonymously, as many as one third of Estonian young people take this source of information seriously. Estonian pupils mainly see the Internet as a source of opportunities: a large majority (83%) considers the information they obtain from the Internet to be important in terms of their studies. This percentage has increased somewhat since 2005. Pupils generally believe (as indicated by a stable percentage of respondents over a period of two years) that the role of the Internet in allowing children to learn about the world faster is positive. A little over half of the pupils sense that this opportunity may be connected to the danger of children experiencing the unpleasant side of the world of adults through the web at an unsuitably early age, while a third of the respondents do not consider this to be a problem. Survey results allow us to postulate that Estonian children see the Internet more as a separator of generations than a means of uniting them, although this opinion is changing. Compared to 2005, the percentage of pupils who believed that adults do not understand what children do online had decreased somewhat in 2007, while the percentage of pupils that disagreed with this statement showed some growth. A little over a half of the respondents saw the Internet as a bridge between the generations and a means of facilitating mutual understanding. It is worth noting that compared to 2005, the pupils’ opinion of their teachers’ Internet skills has improved significantly. At the same time, pupils tend to consider their parents to be more familiar with the Internet than their teachers. A considerable segment of school pupils (36%) believed that the Internet allows younger generations to outpace older generations in terms of knowledge, although the percentage of those who did not agree with this statement was somewhat larger (51%). The relative importance of attitudes related to gender stereotypes has remained relatively stable during the two years. In the case of both of the surveys, nearly one fourth of the respondents thought that the early use of comput- Table 5.4.5. Attitudes and beliefs related to the Internet of 6 th to 12 th year pupils of city schools with Estonian language instruction (%) I can use the Internet very well (for any purpose) The information found on the Internet is trustworthy* 2007 2005 Do not Do not Agree Agree agree agree 91 7 - - 72 24 41 47 I trust anonymously posted forum entries 34 57 - - Information obtained from the Internet is important for studying It is good that the Internet allows children to develop and discover the world faster Children find out about the unpleasant side of the world of adults too early through the Internet Adults do not understand what children do online and this causes problems between the generations The Internet allows parents to experience their children’s world and this facilitates mutual understanding 83 1 78 2 77 17 75 18 53 34 - - 68 27 77 18 55 31 - - My teachers are proficient in Internet use* 43 32 23 22 My parents are proficient in Internet use 57 38 - - The Internet allows children to become smarter than their parents and teachers The use of computers and the Internet must be made available early on primarily to boys It is natural for boys to be better at using computers than girls 36 50 - - 24 63 23 61 44 46 48 43 * The data for 2005 has been taken from the Estonian language city school sub-sample of the international research project MEDIAPPRO. Sources: Noored ja meedia 2005, Noored ja Internet 2007 ers and the Internet by boys should be facilitated first and foremost. Compared to 2005 however, the number of pupils who took it for granted that boys be better at using computers was somewhat smaller in 2007 (44% compared to 48%). Attitudes and beliefs regarding children and young people in Estonian society The socialization of children and youth in contemporary society is affected by the notions, attitudes and beliefs held by the older generations regarding the phenomena connected to the developing information and consumer society and the perception of related problems. Table 5.4.6. comprises some of the problems related to children and young people in contemporary society, ranked according to the level of concern they generated among Estonian residents at the end of 2008. The respondents mainly worried about the significance of parties and alcohol consumption in the young people’s lifestyles, with 68% deeming this phenomenon to be a problem. However, the opinions of young people themselves and older age groups differ considerably with regard to this subject: only 42% of respondents aged 15–19 consider lifestyles that favour partying and the consumption of alcohol to be problematic, while 27% believe such lifestyles to be normal. The important position held in the ranking of problems by phenomena related to the Internet and other new 121 |
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Estonian Human Development Report
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Estonian Human Development Report T
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4.2. Ethnic differentiations in sat
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Preface This year, the Estonian Hum
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CHAPTER 1 Estonian Human Developmen
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Figure 1.1.3. Life expectancy in co
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Figure 1.2.2. Life expectancy at bi
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to reality. The greatest inaccuracy
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Figure 1.2.9. Internal migration ev
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12. Marksoo, A. 1992. “Dynamics o
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Table 1.3.1. PISA 2006 study result
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Table 1.3.2. Number of students in
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1.4. The gross domestic product and
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Figure 1.4.3. Estonian GDP (right a
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1.5. Changes in the Estonian Human
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2.2. Health of Estonian residents i
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Table 2.2.4. Differences in life ex
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Figure 2.4.1. Healthy life years of
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Figure 2.4.4. Various accidents, tr
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2.5. Lifestyle and behaviour as a s
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Figure 2.5.5. Smoking in Estonia in
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Figure 2.6.1. Overview of the compo
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Table 2.6.2. Use of specialized med
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dren. The majority of services are
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Figure 2.8.2. How much a health dis
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2.10. Policy recommendations aimed
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CHAPTER 3 Quality of life and life
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Table 3.2.1. Characteristics of liv
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Table 3.2.4. An assessment of the e
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Figure 3.2.4. Difference in the job
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Table 3.2.6. Agreement with stateme
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Figure 3.3.1. Satisfaction with lif
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Figure 3.3.4. Percentage of people
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Figure 3.4.1. Types of quality of l
Page 72 and 73: Figure 3.5.1. Percentage of teenage
Page 74 and 75: Figure 3.5.4. Percentage of respond
Page 76 and 77: Arieh A., Conti C., Kutsar D., Nicg
Page 78 and 79: Figure 3.6.2. Subjective quality of
Page 80 and 81: Pieper, A. Sixsmith, Care related q
Page 82 and 83: Figure 3.7.1. The placement of Euro
Page 84 and 85: Figure 4.2.1. Life satisfaction by
Page 86 and 87: Table 4.2.1. Factors forming genera
Page 88 and 89: Annexes Annex 4.2.1. Socio-demograp
Page 90 and 91: Figure 4.3.1. Changes in the assess
Page 92 and 93: Figure 4.3.4. Attitudes of the Esto
Page 94 and 95: olds considered themselves to be pa
Page 96 and 97: Table 4.4.3. Agreement of the Russi
Page 98 and 99: Table 4.5.2. The prospects of non-E
Page 100 and 101: Figure 4.5.4. Certainty of Estonian
Page 102 and 103: mote equal opportunities. At the (e
Page 104 and 105: CHAPTER 5 Quality of life in a cons
Page 106 and 107: Figure 5.2.1. GDP and AIC per capit
Page 108 and 109: Figure 5.2.3. Distribution of consu
Page 110 and 111: Figure 5.2.4. Indexes of environmen
Page 112 and 113: Table 5.3.1. Comparison of countrie
Page 114 and 115: Figure 5.3.3. Comparison of types o
Page 116 and 117: Table 5.3.5. Connections between po
Page 118 and 119: Table 5.4.1. Who and what are the f
Page 120 and 121: Table 5.4.3. Young people’s asses
Page 124 and 125: Table 5.4.6. The perception of prob
Page 126 and 127: 5.6. Summary To briefly summarize t
Page 128 and 129: Table 6.2.1. Objective and subjecti
Page 130 and 131: Figure 6.2.4. Relationship between
Page 132 and 133: Figure 6.2.7. Difference between th
Page 134 and 135: Figure 6.3.1. GDP, government secto
Page 136 and 137: Figure 6.3.3. Employed 15-74-year-o
Page 138 and 139: Figure 6.3.8. Percentage of social
Page 140 and 141: References 1. Aaviksoo, A., G. Paat
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Page 146 and 147: Figure 6.4.5. Public expenditures o
Page 148 and 149: Figure 6.4.6. Ratio of the particip
Page 150 and 151: 6.5. Cities as development engines
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Page 154 and 155: have been underfinanced or are not
Page 156 and 157: Table 7.1. Factors that favour and
Page 158 and 159: Table 7.2. Potential economic devel
Page 160 and 161: Authors Chapter 1 Ene-Margit Tiit,
Page 162 and 163: Margit Keller (PhD) is a Senior Res
Page 164 and 165: Special prizes Estonian Human Devel
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Honorable mentions Estonian Human D
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Estonian Human Development Report P
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Estonian Human Development Report A
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Estonian Human Development Report T
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