The Relationship Between ICT Perceived Competence and Adolescents’ Digital Reading Performance: A Multilevel Mediation Study

IF 4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Rushi Yu, Meishu Wang, Jie Hu
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引用次数: 2

Abstract

The age of information and communication technology (ICT) has witnessed the prevalence of computer-based reading. Previous studies yielded mixed results concerning the relationship between ICT perceived competence, ICT use and digital reading performance, and the underlying mechanism was rarely explored. This study aimed to explore the relationship between ICT perceived competence and adolescents’ digital reading performance and the potential mediating roles of three types of ICT use. Multilevel mediation analyses were conducted for 199,646 15-year-old students from 29 OECD countries/regions in the Programme for International Student Assessment (PISA) 2018, in which digital reading performance was assessed by multistage adaptive computer-based testing. The results revealed that a) ICT perceived competence and digital reading performance were positively correlated; b) ICT use significantly mediated the relationship; c) students with higher-level ICT perceived competence tended to use ICT for leisure at home more frequently, which led to better digital reading performance; d) the suppression effects were revealed, indicating the need to consider the interrelationship between ICT perceived competence and ICT use. These findings provided new evidence for the self-determination theory and the ICT engagement model, suggesting that appropriate ICT use driven by high-level ICT perceived competence might help improve adolescents’ digital reading performance.
ICT感知能力与青少年数字阅读绩效的关系:一个多层次的中介研究
信息和通信技术(ICT)时代见证了基于计算机的阅读的普及。先前的研究在信息通信技术感知能力、信息通信技术使用和数字阅读成绩之间的关系方面得出了喜忧参半的结果,而其潜在机制很少被探索。本研究旨在探讨信息通信技术感知能力与青少年数字阅读成绩之间的关系,以及三种信息通信技术使用的潜在中介作用。在2018年国际学生评估计划(PISA)中,对来自29个经合组织国家/地区的199646名15岁学生进行了多层次中介分析,其中通过多阶段自适应计算机测试评估了数字阅读成绩。结果表明:(1)信息通信技术感知能力与数字阅读成绩呈正相关;b) 信息和通信技术的使用在很大程度上调解了这种关系;c) 具有较高ICT感知能力的学生倾向于更频繁地在家休闲使用ICT,这导致了更好的数字阅读表现;d) 显示了抑制效应,表明有必要考虑信息和通信技术感知能力与信息和通信技能使用之间的相互关系。这些发现为自决理论和信息和通信技术参与模型提供了新的证据,表明由高水平的信息和通信技能感知能力驱动的适当信息和通信能力使用可能有助于提高青少年的数字阅读成绩。
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
Journal of Educational Computing Research
Journal of Educational Computing Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
11.90
自引率
6.20%
发文量
69
期刊介绍: The goal of this Journal is to provide an international scholarly publication forum for peer-reviewed interdisciplinary research into the applications, effects, and implications of computer-based education. The Journal features articles useful for practitioners and theorists alike. The terms "education" and "computing" are viewed broadly. “Education” refers to the use of computer-based technologies at all levels of the formal education system, business and industry, home-schooling, lifelong learning, and unintentional learning environments. “Computing” refers to all forms of computer applications and innovations - both hardware and software. For example, this could range from mobile and ubiquitous computing to immersive 3D simulations and games to computing-enhanced virtual learning environments.
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