Self-efficacy is an important concept for understanding learning and achievement. The concept covers students' self-confidence and their expectations for future performance. Students' learning experiences are crucial for the development of self-efficacy beliefs, which may affect students' achievements. The present study explores how self-efficacy can be contextualized with information and communication technology in 15 countries. A theoretical model is built and tested in each country based on data from the International Computer and Information Literacy Study 2013. The analyses show that experience with technology, autonomous learning, and socioeconomic background explain the variations in ICT self-efficacy. Further, gender, self-efficacy, and socioeconomic background play important roles in understanding students computer and information literacies. This indicates that ICT self-efficacy is positively related to computer and information literacy when controlled for other student characteristics and background contextual variables. The results reveal a clear distinction between ICT self-efficacy and computer and information literacy. A distinction between what students believe they can do and what they actual achieve.Self-report and a test provide different types of information about students.ICT experience, autonomous learning and SES explain variation in ICT self-efficacy.Gender, self-efficacy and SES explain variation in computer and information literacy.

/pdf/students-ict-self-efficacy-and-computer-and-information-2bjtxsbmdh.pdf

Students ICT self-efficacy and computer and information literacy

During the last decade, information and communication technology has been given an increasingly large importance in our society. There seems to be a consensus regarding the necessity of supporting and developing school-based digital competence. In order to sustain digital inclusion, schools need to identify digital deficiencies and digital achievements. The concept of digital competence is scrutinized and discussed. This paper presents a research study including 4087 students from 24 upper secondary schools. The aim of the study was to scrutinize factors predicting students' digital competence, here operationalised as Digital judgements, To acquire and process digital information and To produce digital information. Analysis revealed substantial variation in digital competence between schools and within schools. The conditions at home, i.e. language integration and cultural capital, together with mastery orientation and academic aspirations did predict digital competence, and explained a substantial share of the total variation in digital competence. There are differences in what students mastered with ICT, and therefore, the students have various requirements. Further, the students attend heterogenic schools facing different kinds of challenges. Hopefully, the schools and teachers are willing to use the results from the test, and moreover, the test results can contribute to needs-based interventions and follow-ups.

Digital competence at the beginning of upper secondary school: Identifying factors explaining digital inclusion

https://rgu-repository.worktribe.com/preview/296686/ROYLE%202014%20The%20digital%20marketing%20skills%20gap.pdf

The digital marketing skills gap

Based on the PISA data in 2003 and 2006, this paper develops a hierarchical linear model to identify multi-level explanatory variables of the divide of adolescents' self-reported digital skills. At the country-level, the study finds a generally negative relationship between the ICT penetration rate of a country and adolescents' digital skills, implying that increased ICT penetration rate does not guarantee that adolescents have more chance to learn and use ICTs. Educational expenditure on secondary education is positively related to digital skills in 2006, but not in 2003. At the school-level, whether the school is public or private does not elicit impact on adolescents' self-reported digital skills; school ICT access is positively related to students' self-reported digital skills. At the individual-level, self-reported digital skills is affected by home ICT access, adolescents' Socio-Economic Status, gender and their history of using ICTs. The cross-level interaction effect of ICT penetration rate and home ICT access on self-reported digital skills is significant in the 2003 model, but not significant in the 2006 model. The cross-level interaction effect of ICT penetration rate and school ICT access is significant in the 2006 model. The interaction effect of school ICT access and home ICT access is not supported by the dataset of either year.

From access to usage: The divide of self-reported digital skills among adolescents

Students' self-efficacy in using information and communication technology (ICT) is among the most important motivational constructs that are related to their ICT acceptance, use, and literacy. The present study attempts to generate new knowledge about the role of ICT self-efficacy for students' ICT use and their computer and information literacy (CIL). Using the Norwegian data obtained from the International Computer and Information Literacy Study (ICILS) in 2013 (Nź=ź2410 students in grade level 9), we distinguish between self-efficacy in basic and advanced ICT skills and examine the relations to students' ICT use for different purposes (school-related task learning, study purposes, and recreation) and their achievement in a CIL test. The results show that: (1) self-efficacy in basic ICT skills is positively related to CIL achievement, whereas self-efficacy in advanced ICT skills shows a negative relation; (2) ICT use and ICT self-efficacy are positively correlated for some of the ICT use purposes; (3) there is an indirect effects of ICT use on CIL achievement via ICT self-efficacy; (4) this indirect effect holds for both female and male students. Our findings point to a potential mechanism that links ICT use, self-efficacy, and CIL. Implications for future research and educational practice are discussed. ICT self-efficacy and computer and information literacy (CIL) are correlated.ICT use for task learning and CIL are related via ICT self-efficacy.ICT use for recreation and CIL are related via ICT self-efficacy.The indirect effects hold for girls and boys.Self-efficacy in basic and advanced ICT skills relate differently to CIL.

The role of ICT self-efficacy for students' ICT use and their achievement in a computer and information literacy test

This article reports on a study into the impact of students' use of the Internet and the computer at home on digital skills they need for school. The study was conducted in the lower grades of Dutch secondary education (students aged 13-15). More than 2500 students, distributed over 116 classes in 68 schools, participated in the study. Internet and computer skills were measured by means of an objective test. Multilevel analysis was used to examine the impact of home access and use on Internet and computer skills taking into account the effect of students' backgrounds. Students in pre-university education, third-graders and non-minority students appeared to have better Internet skills and a more advantageous home computer use than students in pre-vocational education, first-graders and minority students, respectively. The Internet skills of girls were hardly less developed than those of boys. Home access to e-mail and the extent to which students use the home computer for surfing, e-mailing, chatting and text processing were found to be substantially related to Internet and computer skills (taking into account the effect of several background characteristics of the students).

The impact of computer use at home on students' Internet skills

In recent years many countries have introduced authentic performance-based assessments in their national exam systems. Teachers’ ratings of their own candidates’ performances may suffer from errors of leniency and range restriction. The goal of this study was to examine the impact of manipulating the descriptiveness, balancedness, and polarity of the rating scales on the elevation and spread of the performance ratings. The study was conducted in the field setting of a (simulated) high-stakes national exam in Dutch pre-vocational education. A total of 55 teachers rated the performances of 652 candidates (aged ±16) on four authentic performance-based tasks. Multivariate multilevel analyses found the psychometric quality of the teachers’ performance ratings to be more favorable for positively unbalanced scales than for balanced scales. Positively unbalanced rating scales yielded the lowest (i.e., least generous) and most discriminative ratings. The descriptiveness and polarity of the rating scales were of le...

Impact of Verbal Scale Labels on the Elevation and Spread of Performance Ratings

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The impact of computer use at home on students' Internet skills

Impact of Verbal Scale Labels on the Elevation and Spread of Performance Ratings