Internet use predicts Chinese character spelling performance of junior high school students: multiple mediating roles of pinyin input proficiency and net-speak experience.

Gender differences in Internet use ( F = 17.41, p < 0.001, η2 p = 0.038) and Chinese character spelling performance ( F = 15.64, p < 0.001, η2 p = 0.034) were highly significant, with boys using the Internet significantly more than girls and girls outperforming boys in Chinese character spelling.

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Grade differences were also significant for Internet use ( F = 3.89, p = 0.021, η2 p = 0.017) and Chinese character spelling ( F = 14.80, p < 0.001, η2 p = 0.063), with an increasing trend from first to third year.

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