{"title":"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","authors":"Simin Cao, Chuanmei Dong, Hui Li","doi":"10.1007/s10639-023-12300-8","DOIUrl":null,"url":null,"abstract":"<p>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 <i>Home Digital Practices Survey</i> (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.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":"107 1","pages":""},"PeriodicalIF":4.8000,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Parental beliefs and mediation co-mediate the SES effect on chinese preschoolers’ early digital literacy: A chain-mediation model\",\"authors\":\"Simin Cao, Chuanmei Dong, Hui Li\",\"doi\":\"10.1007/s10639-023-12300-8\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>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 <i>Home Digital Practices Survey</i> (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.</p>\",\"PeriodicalId\":51494,\"journal\":{\"name\":\"Education and Information Technologies\",\"volume\":\"107 1\",\"pages\":\"\"},\"PeriodicalIF\":4.8000,\"publicationDate\":\"2023-12-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Education and Information Technologies\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s10639-023-12300-8\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Information Technologies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10639-023-12300-8","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Parental beliefs and mediation co-mediate the SES effect on chinese preschoolers’ early digital literacy: A chain-mediation model
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.
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.
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