Untangling the influence of data literacy and knowledge sharing willingness on academic achievement of college students in China: a moderated mediation model

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Asia Pacific Education Review Pub Date : 2024-10-23 DOI:10.1007/s12564-024-10010-5

Haoxiang Hou, Lichao Ma, Dan Wang, Liaojian Qu

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Abstract

With the application and promotion of digital technology in higher education, college students are immersed in the virtual learning environment, and the data literacy has become an important factor affecting college students’ academic performance. According to DIKW Pyramid Model, which clarifies the transformation process of data into knowledge and wisdom, this study proposed a theoretical model to describe the relationship among data literacy, knowledge sharing willingness, self-efficacy and academic performance. 1816 college students were investigated using cluster random sampling. The statistical results suggested that data literacy of college students had a significant positive effect on their knowledge sharing willingness and academic performance. Knowledge sharing willingness mediated the relationship between data literacy and academic performance. Additionally, self-efficacy moderated the back radius of the structural equation model, which means that compared to college students with low self-efficacy, those with high self-efficacy demonstrated a stronger promoting effect of knowledge sharing willingness on academic performance. The conclusion enriched DIKW Pyramid Model, and provided inspirations for universities to cultivate data literacy of college students.

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数据素养和知识共享意愿对中国大学生学业成绩的影响：一个有调节的中介模型

随着数字技术在高等教育中的应用和推广，大学生沉浸在虚拟的学习环境中，数据素养已经成为影响大学生学习成绩的重要因素。根据阐明数据向知识和智慧转化过程的DIKW金字塔模型，本研究提出了一个描述数据素养、知识共享意愿、自我效能感和学业成绩之间关系的理论模型。采用整群随机抽样对1816名大学生进行调查。统计结果表明，大学生的数据素养对其知识分享意愿和学习成绩有显著的正向影响。知识共享意愿在数据素养与学业成绩之间起中介作用。此外，自我效能调节了结构方程模型的后向半径，即相对于低自我效能的大学生，高自我效能的大学生知识分享意愿对学业成绩的促进作用更强。结论丰富了DIKW金字塔模型，为高校培养大学生数据素养提供了启示。

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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来源期刊

Asia Pacific Education Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

4.30%

发文量

期刊介绍： The Asia Pacific Education Review (APER) aims to stimulate research, encourage academic exchange, and enhance the professional development of scholars and other researchers who are interested in educational and cultural issues in the Asia Pacific region. APER covers all areas of educational research, with a focus on cross-cultural, comparative and other studies with a broad Asia-Pacific context. APER is a peer reviewed journal produced by the Education Research Institute at Seoul National University. It was founded by the Institute of Asia Pacific Education Development, Seoul National University in 2000, which is owned and operated by Education Research Institute at Seoul National University since 2003. APER requires all submitted manuscripts to follow the seventh edition of the Publication Manual of the American Psychological Association (APA; http://www.apastyle.org/index.aspx).