The relationship between the age at first computer use and students' perceived competence and autonomy in ICT usage : A mediation analysis
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F19%3A00113977" target="_blank" >RIV/00216224:14210/19:00113977 - isvavai.cz</a>
Výsledek na webu
<a href="https://www.sciencedirect.com/science/article/pii/S0360131519301678" target="_blank" >https://www.sciencedirect.com/science/article/pii/S0360131519301678</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1016/j.compedu.2019.103614" target="_blank" >10.1016/j.compedu.2019.103614</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
The relationship between the age at first computer use and students' perceived competence and autonomy in ICT usage : A mediation analysis
Popis výsledku v původním jazyce
Knowledge and skills with information and communications technology (ICT) usage are an essential part of modern life. In recent years, the age at which children have their first contact with ICT and first use of ICT has been decreasing. This can significantly affect the development of their digital literacy. This study investigates the relationship between the age at which children start using a computer and the degree of their perceived ICT competence and autonomy at the age of fifteen. It proposes a multiple mediator model within which the investigated relationship is mediated by ICT usage, ICT interest, and the degree to which ICT is a part of students' everyday social interactions. The model is then tested using data from 21 European OECD countries. The test results show that children who start using a computer at a later age (after the age of seven) demonstrate significantly lower ICT competence and ICT autonomy at the age of fifteen. The results of the mediation analysis suggest that the degree of ICT usage in the home environment for school purposes or activities seems less significant to the development of ICT competence and ICT autonomy than other studied ICT-related variables.
Název v anglickém jazyce
The relationship between the age at first computer use and students' perceived competence and autonomy in ICT usage : A mediation analysis
Popis výsledku anglicky
Knowledge and skills with information and communications technology (ICT) usage are an essential part of modern life. In recent years, the age at which children have their first contact with ICT and first use of ICT has been decreasing. This can significantly affect the development of their digital literacy. This study investigates the relationship between the age at which children start using a computer and the degree of their perceived ICT competence and autonomy at the age of fifteen. It proposes a multiple mediator model within which the investigated relationship is mediated by ICT usage, ICT interest, and the degree to which ICT is a part of students' everyday social interactions. The model is then tested using data from 21 European OECD countries. The test results show that children who start using a computer at a later age (after the age of seven) demonstrate significantly lower ICT competence and ICT autonomy at the age of fifteen. The results of the mediation analysis suggest that the degree of ICT usage in the home environment for school purposes or activities seems less significant to the development of ICT competence and ICT autonomy than other studied ICT-related variables.
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
<a href="/cs/project/GA17-06152S" target="_blank" >GA17-06152S: Digitální technologie v každodenním životě a učení studentů</a><br>
Návaznosti
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)
Ostatní
Rok uplatnění
2019
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Computers & Education
ISSN
0360-1315
e-ISSN
1873-782X
Svazek periodika
141
Číslo periodika v rámci svazku
NOV 2019
Stát vydavatele periodika
NL - Nizozemsko
Počet stran výsledku
14
Strana od-do
1-14
Kód UT WoS článku
000484653000008
EID výsledku v databázi Scopus
2-s2.0-85068164481