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Autor/inn/enPark, Seoyeon; Weng, Wenting
TitelThe Relationship between ICT-Related Factors and Student Academic Achievement and the Moderating Effect of Country Economic Indexes across 39 Countries: Using Multilevel Structural Equation Modelling
QuelleIn: Educational Technology & Society, 23 (2020) 3, S.1-15 (15 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1436-4522
SchlagwörterInformation Technology; Economic Factors; Academic Achievement; Grade 9; Foreign Countries; Secondary School Students; Student Interests; Self Concept; Technological Literacy; Personal Autonomy; Living Standards; Interaction; Educational Technology; Recreational Activities; Cultural Differences; Gender Differences; Socioeconomic Status; Mathematics Achievement; Reading Achievement; Science Achievement; Program for International Student Assessment
AbstractThis study examined how information and communications technology (ICT) related factors and country-level economic status influence student academic achievement. Two-level structural equation modeling was employed to investigate both student-level and country-level variables, using the PISA 2015 data of ninth-grade students across 39 countries. The findings indicate that: (a) students' interest in ICT, perceived ICT competence, and autonomy had positive impacts on academic performance; (b) GDP per capita had significant interaction effects on the relationship among ICT-related factors (ICT use for studying at school, for entertainment, and perceived ICT autonomy) and academic performance; and (c) a higher level of students' perceived autonomy in ICT resulted in better learning outcomes in countries with less income inequality. (As Provided).
AnmerkungenInternational Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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