Page 242 - Šolsko polje, XXVII, 2016, no. 3-4: IEA ICILS in druge sodobne teme, ur. Eva Klemenčič
P. 242
šolsko polje, letnik xxvii, številka 3–4
The association between the frequency and purposes
of computer use with achievement, self-efficacy and
motivation of students in computer and information literacy
in the ICILS study
This paper investigates the relationship between the use of the computer
for various purposes and the latent outcomes, such as achievements and
perceived self-efficacy in computer and information literacy (RI literacy)
as well as interest and enjoyment in working with computers. Using the
regression analysis of the data from the IEA ICILS 2013 study we explo
re the reports of Slovenian eighth-grade students on the use of compu
ters for various purposes as predictors of individual latent outcomes. We
also investigate the gender differences in these predictions. Analyses show
that the frequent use of the computer for various purposes as predictors of
latent outcomes are generally similar between genders but that there are
differences among the latent outcomes as to which predictors are signi
ficant. The largest difference can be observed between the achievements
and non-cognitive latent outcomes; while non-cognitive outcomes (mo
stly) do not have negative predictors, using computers for publishing con
tent on forums, websites and blogs and domestic use for schoolwork are
negative predictors of achievement.
For all the latent outcomes for both female and male students, the
use for communicating on social networks is the most consistently signi
ficant predictor, but otherwise there are different predictors of the perce
ived self-efficacy in the basic tasks than for the perceived self-efficacy in
advanced tasks, and the interest and enjoyment in working with compu
ters. As expected, the socio-economic status is the strongest predictor of
achievement, however it could be considered a positive results that socio
-economic status is (mostly) non-significant in predicting non-cognitive
latent outcomes. The context is perhaps in the widespread availability of
computers and technology both at school and at home for all, including
the socio-economically disadvantaged groups of students.
Our analysis shows that gender differences observed in achieve
ments, perceived self-efficacy in advanced tasks of computer and infor
mation literacy as well as in the interest and enjoyment in working with
computers from the ICILS data can only partly be explained by gender
differences in the frequency and purposes of computers use, as reported by
boys and girls, and that other factors also seem to play an important role.
Key words: ICILS study, information and communication literacy, com
puter literacy, gender differences
240
The association between the frequency and purposes
of computer use with achievement, self-efficacy and
motivation of students in computer and information literacy
in the ICILS study
This paper investigates the relationship between the use of the computer
for various purposes and the latent outcomes, such as achievements and
perceived self-efficacy in computer and information literacy (RI literacy)
as well as interest and enjoyment in working with computers. Using the
regression analysis of the data from the IEA ICILS 2013 study we explo
re the reports of Slovenian eighth-grade students on the use of compu
ters for various purposes as predictors of individual latent outcomes. We
also investigate the gender differences in these predictions. Analyses show
that the frequent use of the computer for various purposes as predictors of
latent outcomes are generally similar between genders but that there are
differences among the latent outcomes as to which predictors are signi
ficant. The largest difference can be observed between the achievements
and non-cognitive latent outcomes; while non-cognitive outcomes (mo
stly) do not have negative predictors, using computers for publishing con
tent on forums, websites and blogs and domestic use for schoolwork are
negative predictors of achievement.
For all the latent outcomes for both female and male students, the
use for communicating on social networks is the most consistently signi
ficant predictor, but otherwise there are different predictors of the perce
ived self-efficacy in the basic tasks than for the perceived self-efficacy in
advanced tasks, and the interest and enjoyment in working with compu
ters. As expected, the socio-economic status is the strongest predictor of
achievement, however it could be considered a positive results that socio
-economic status is (mostly) non-significant in predicting non-cognitive
latent outcomes. The context is perhaps in the widespread availability of
computers and technology both at school and at home for all, including
the socio-economically disadvantaged groups of students.
Our analysis shows that gender differences observed in achieve
ments, perceived self-efficacy in advanced tasks of computer and infor
mation literacy as well as in the interest and enjoyment in working with
computers from the ICILS data can only partly be explained by gender
differences in the frequency and purposes of computers use, as reported by
boys and girls, and that other factors also seem to play an important role.
Key words: ICILS study, information and communication literacy, com
puter literacy, gender differences
240
