The Relationship between ICT Perceived Competence and Adolescents' Digital Reading Performance: A Multilevel Mediation Study

Autor/inn/en	Yu, Rushi; Wang, Meishu; Hu, Jie
Titel	The Relationship between ICT Perceived Competence and Adolescents' Digital Reading Performance: A Multilevel Mediation Study
Quelle	In: Journal of Educational Computing Research, 61 (2023) 4, S.817-846 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hu, Jie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331221137107
Schlagwörter	Technological Literacy; Competence; Self Concept; Reading Skills; Information Technology; Adolescents; Reading Achievement; Correlation; Computer Use; Foreign Countries; Secondary School Students; Recreational Activities; Technology Uses in Education; Cultural Differences; Europe; Australia; Latin America; Asia; New Zealand; United States; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Technisches Wissen; Kompetenz; Selbstkonzept; Reading skill; Lesefertigkeit; Informationstechnologie; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Leseleistung; Korrelation; Ausland; Sekundarschüler; Freizeitgestaltung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kultureller Unterschied; Europa; Australien; Lateinamerika; Asien; Neuseeland; USA
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01