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Students’ ICT self-efficacy and computer and information literacy: Determinants and relationships
ARTICLE

, Faculty of Education and International Studies, Norway ; , Department of Teacher Education and School Research, Norway ; , Norwegian Centre for ICT in Education, Norway ; , Department of Teacher Education and School Research, Norway

Computers & Education Volume 118, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

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.

Citation

Hatlevik, O.E., Throndsen, I., Loi, M. & Gudmundsdottir, G.B. (2018). Students’ ICT self-efficacy and computer and information literacy: Determinants and relationships. Computers & Education, 118(1), 107-119. Elsevier Ltd. Retrieved January 25, 2020 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.2017.11.011

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