Literaturnachweis - Detailanzeige
Autor/inn/en | Park, Seoyeon; Weng, Wenting |
---|---|
Titel | The 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 |
Quelle | In: Educational Technology & Society, 23 (2020) 3, S.1-15 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1436-4522 |
Schlagwörter | Information 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 Informationstechnologie; Ökonomischer Faktor; Schulleistung; School year 09; 9. Schuljahr; Schuljahr 09; Ausland; Sekundarschüler; Studieninteresse; Selbstkonzept; Technisches Wissen; Individuelle Autonomie; Lebensstandard; Interaktion; Unterrichtsmedien; Freizeitgestaltung; Kultureller Unterschied; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung |
Abstract | This 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). |
Anmerkungen | International 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 von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |