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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