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

, University of Oslo, Norway ; , Centre for Educational Measurement at the University of Oslo (CEMO), Norway ; , The Norwegian Centre for ICT in Education, Norway

Computers & Education Volume 102, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

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 (

Citation

Rohatgi, A., Scherer, R. & Hatlevik, O.E. (2016). The role of ICT self-efficacy for students' ICT use and their achievement in a computer and information literacy test. Computers & Education, 102(1), 103-116. Elsevier Ltd. Retrieved February 4, 2023 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2016.08.001

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