中学生的数字阅读素养之路:利用 31 个经济体的数据进行多层次分析

IF 8.9 1区 教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS
Xueliang Chen , Ya Xiao
{"title":"中学生的数字阅读素养之路:利用 31 个经济体的数据进行多层次分析","authors":"Xueliang Chen ,&nbsp;Ya Xiao","doi":"10.1016/j.compedu.2024.105090","DOIUrl":null,"url":null,"abstract":"<div><p>In our technology-driven society, digital reading literacy has emerged as a valuable skill as people increasingly read on digital devices rather than from print sources. Using an internationally representative sample (<em>N</em> = 211,899) across 31 economies, this study employed the opportunity-propensity framework to comprehensively investigate the role and relative contribution of opportunity, propensity, and antecedent factors in adolescent students' digital reading literacy. Hierarchical linear modeling and dominance analysis were performed. The results showed that although all three groups of factors contributed to adolescents' digital reading performance, the relative contribution of these factors differed. Propensity factors made the greatest contribution to digital reading performance, most notably metacognitive reading strategies and reading self-concept. While opportunity and antecedent factors such as schools’ support in ICT resources and socioeconomic background also played a role, their contributions were relatively limited. These findings have significant implications for advancing current theories of digital reading and for guiding digital reading instruction in secondary education.</p></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"218 ","pages":"Article 105090"},"PeriodicalIF":8.9000,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Pathways to digital reading literacy among secondary school students: A multilevel analysis using data from 31 economies\",\"authors\":\"Xueliang Chen ,&nbsp;Ya Xiao\",\"doi\":\"10.1016/j.compedu.2024.105090\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>In our technology-driven society, digital reading literacy has emerged as a valuable skill as people increasingly read on digital devices rather than from print sources. Using an internationally representative sample (<em>N</em> = 211,899) across 31 economies, this study employed the opportunity-propensity framework to comprehensively investigate the role and relative contribution of opportunity, propensity, and antecedent factors in adolescent students' digital reading literacy. Hierarchical linear modeling and dominance analysis were performed. The results showed that although all three groups of factors contributed to adolescents' digital reading performance, the relative contribution of these factors differed. Propensity factors made the greatest contribution to digital reading performance, most notably metacognitive reading strategies and reading self-concept. While opportunity and antecedent factors such as schools’ support in ICT resources and socioeconomic background also played a role, their contributions were relatively limited. These findings have significant implications for advancing current theories of digital reading and for guiding digital reading instruction in secondary education.</p></div>\",\"PeriodicalId\":10568,\"journal\":{\"name\":\"Computers & Education\",\"volume\":\"218 \",\"pages\":\"Article 105090\"},\"PeriodicalIF\":8.9000,\"publicationDate\":\"2024-05-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Computers & Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0360131524001040\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Computers & Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0360131524001040","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS","Score":null,"Total":0}
引用次数: 0

摘要

在我们这个技术驱动的社会中,随着人们越来越多地通过数字设备而非印刷品进行阅读,数字阅读素养已成为一项宝贵的技能。本研究采用了一个具有国际代表性的样本(样本数=211,899),横跨31个经济体,运用机会-倾向框架全面研究了机会、倾向和前因因素在青少年学生数字阅读素养中的作用和相对贡献。研究采用了层次线性模型和优势分析方法。结果表明,尽管这三类因素都对青少年的数字阅读能力有所贡献,但其相对贡献率却有所不同。倾向因素对数字阅读成绩的贡献最大,其中最显著的是元认知阅读策略和阅读自我概念。虽然机会因素和先决条件因素,如学校在信息与传播技术资源方面的支持和社会经济背景也发挥了作用,但其贡献相对有限。这些发现对于推进当前的数字阅读理论和指导中学数字阅读教学具有重要意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Pathways to digital reading literacy among secondary school students: A multilevel analysis using data from 31 economies

In our technology-driven society, digital reading literacy has emerged as a valuable skill as people increasingly read on digital devices rather than from print sources. Using an internationally representative sample (N = 211,899) across 31 economies, this study employed the opportunity-propensity framework to comprehensively investigate the role and relative contribution of opportunity, propensity, and antecedent factors in adolescent students' digital reading literacy. Hierarchical linear modeling and dominance analysis were performed. The results showed that although all three groups of factors contributed to adolescents' digital reading performance, the relative contribution of these factors differed. Propensity factors made the greatest contribution to digital reading performance, most notably metacognitive reading strategies and reading self-concept. While opportunity and antecedent factors such as schools’ support in ICT resources and socioeconomic background also played a role, their contributions were relatively limited. These findings have significant implications for advancing current theories of digital reading and for guiding digital reading instruction in secondary education.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Computers & Education
Computers & Education 工程技术-计算机:跨学科应用
CiteScore
27.10
自引率
5.80%
发文量
204
审稿时长
42 days
期刊介绍: Computers & Education seeks to advance understanding of how digital technology can improve education by publishing high-quality research that expands both theory and practice. The journal welcomes research papers exploring the pedagogical applications of digital technology, with a focus broad enough to appeal to the wider education community.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信