Generations X, Y, Z: the effects of personal and positional inequalities on critical thinking digital skills

S. Lissitsa
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Abstract

PurposeIn a time of fake news, misinformation, and disinformation, critical thinking has become the most important skill for discerning false, incomplete, and outdated information and communication online. The study examines the effects of personal (gender, age, ethnicity, religiosity, and Big Five personality traits) and positional inequalities (education, occupational status, language proficiency) on critical thinking digital skills (CTDS) among generations X, Y, and Z.Design/methodology/approachAn online survey was conducted among 1,495 Israeli Jews between the ages of 18 and 57, belonging to the X, Y, and Z generations.FindingsThe findings show that CTDS among Gen X were significantly lower, by a large margin, than those of the younger generations, while Gen Z reported the highest level of these skills. Multivariate analysis indicated different effect patterns of personal and positional categorical variables on CTDS. We found that the contribution of personal demographic inequalities (gender, age, ethnicity and religiosity) to the explained variance in CTDS was most pronounced in Gen Y, compared to Gen X and Gen Z. The contribution of Big Five personality traits and positional social inequalities (education, occupational status and language proficiency) to explaining CTDS was similar between Gen X and Gen Y, but much less pronounced among Gen Z.Practical implicationsUnderstanding the intergenerational differences in CTDS is crucial for tailoring educational approaches, promoting inclusivity, and harnessing the diverse strengths of each generation to navigate an ever-evolving digital landscape successfully.Originality/valueFirst of its kind, this study combines Generational Cohort Theory with Resources and Appropriation Theory to identify which inequalities may hinder the acquisition of one of today’s most vital skills among three generations.
X、Y、Z 三代:个人和职位不平等对批判性思维数字技能的影响
目的 在假新闻、错误信息和虚假信息充斥的时代,批判性思维已成为辨别虚假、不完整和过时信息及网络传播的最重要技能。本研究探讨了个人(性别、年龄、种族、宗教信仰和五大人格特质)和地位不平等(教育程度、职业状况、语言能力)对 X、Y 和 Z 三代人批判性思维数字技能(CTDS)的影响。研究结果研究结果表明,X 代人的批判性思维数字技能(CTDS)明显低于年轻一代人,且差距较大,而 Z 代人的此类技能水平最高。多变量分析表明,个人和职位分类变量对 CTDS 有不同的影响模式。我们发现,与 X 代和 Z 代相比,Y 代的个人人口统计不平等(性别、年龄、种族和宗教信仰)对 CTDS 解释变异的贡献最为显著。实践意义了解 CTDS 的代际差异对于调整教育方法、促进包容性以及利用每一代人的不同优势成功驾驭不断变化的数字环境至关重要。 原创性/价值本研究首次将代际队列理论与资源和挪用理论相结合,以确定哪些不平等现象可能会阻碍三代人掌握当今最重要的技能之一。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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