Search results for author:"Ove E. Hatlevik"
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“Sore eyes and distracted” or “excited and confident”? – The role of perceived negative consequences of using ICT for perceived usefulness and self-efficacy
Ronny Scherer; Ove E. Hatlevik
Computers & Education Vol. 115, No. 1 (December 2017) pp. 188–200
Many adolescents feel confident about using information and communication technology (ICT) and believe that it can help them to learn and achieve. However, recent research also shows that some adolescents are reporting physical discomfort from using ...
Gender-differences in Self-efficacy ICT related to various ICT-user profiles in Finland and Norway. How do self-efficacy, gender and ICT-user profiles relate to findings from PISA 2006
Cathrine Tømte; Ove E. Hatlevik
Computers & Education Vol. 57, No. 1 (August 2011) pp. 1416–1424
In this paper, we explored the relationship between self-efficacy, Information and Communication Technology (ICT) user profiles, and gender. Self-efficacy is an important theoretical and empirical concept to identify and describe how students...
The role of ICT self-efficacy for students' ICT use and their achievement in a computer and information literacy test
Anubha Rohatgi; Ronny Scherer; Ove E. Hatlevik
Computers & Education Vol. 102, No. 1 (November 2016) pp. 103–116
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...
Moving beyond the study of gender differences: An analysis of measurement invariance and differential item functioning of an ICT literacy scale
Ove E. Hatlevik; Ronny Scherer; Knut-Andreas Christophersen
Computers & Education Vol. 113, No. 1 (October 2017) pp. 280–293
Crafting a validity argument is crucial for the development of any assessment of ICT literacy. In about the context of studying gender differences in ICT literacy, it has therefore become essential to ensure that gender differences are not due to...