Parental beliefs and mediation co-mediate the SES effect on chinese preschoolers’ early digital literacy: A chain-mediation model

IF 4.8 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Education and Information Technologies Pub Date : 2023-12-07 DOI:10.1007/s10639-023-12300-8

Simin Cao, Chuanmei Dong, Hui Li

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Abstract

Digital technologies are increasingly integrated into the daily lives of young children. However, disparities in access and use quality, known as the ‘digital divide,’ persist. Parents play a crucial role in narrowing this divide during early childhood, but the underlying mechanisms remain inconclusive. This study investigates how family socioeconomic status (SES) influences Chinese preschoolers’ digital literacy and how parental beliefs and parental mediation mediate this relationship. A sample of 2272 parents of young children from central China completed the Home Digital Practices Survey (HDPS). The PROCESS results revealed the following: (1) Family SES, parental beliefs, and parental mediation significantly predicted preschoolers’ digital literacy; (2) Parental beliefs and parental mediation co-mediated the impact of family SES on digital literacy; (3) Positive parental beliefs and mediation strategies were associated with better digital literacy outcomes for preschoolers. The findings have implications for parental education and highlight the importance of considering family context in promoting digital literacy among young children.

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家长信念和中介对中国学龄前儿童早期数字素养的社会经济影响具有共同中介作用：链式中介模型

数字技术日益融入幼儿的日常生活。然而，在获取和使用质量方面的差距（即 "数字鸿沟"）依然存在。父母在缩小幼儿期的这一鸿沟方面发挥着至关重要的作用，但其背后的机制仍未确定。本研究探讨了家庭社会经济地位（SES）如何影响中国学龄前儿童的数字素养，以及家长的信念和家长的中介作用如何调节这种关系。来自中国中部地区的 2272 位幼儿家长完成了家庭数字实践调查（HDPS）。调查结果显示(1)家庭经济状况、家长信念和家长调解对学龄前儿童的数字素养有显著的预测作用；(2)家长信念和家长调解共同调节了家庭经济状况对数字素养的影响；(3)积极的家长信念和调解策略与学龄前儿童更好的数字素养结果相关。研究结果对家长教育具有启示意义，并强调了在促进幼儿数字素养方面考虑家庭背景的重要性。

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来源期刊

Education and Information Technologies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.00

自引率

12.70%

发文量

610

期刊介绍： The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments. The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.