The Mediating Effect of ICT Usage on the Relationship between Students' Socioeconomic Status and Achievement

Autor/inn/en	Chiao, Chi; Chiu, Chiung-Hui
Titel	The Mediating Effect of ICT Usage on the Relationship between Students' Socioeconomic Status and Achievement
Quelle	In: Asia-Pacific Education Researcher, 27 (2018) 2, S.109-121 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chiu, Chiung-Hui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-018-0370-9
Schlagwörter	Educational Technology; Technology Uses in Education; Socioeconomic Status; Academic Achievement; Structural Equation Models; Information Retrieval; Interaction; Achievement Gap; Gender Differences; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Correlation; Interpersonal Relationship; Asia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Socio-economic status; Sozioökonomischer Status; Schulleistung; Interaktion; Geschlechterkonflikt; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Korrelation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Asien
Abstract	To find out if information and communication technology (ICT) could narrow the achievement gaps among students caused by variations in their socioeconomic status, this study examines the mediating mechanism of ICT use between students' socioeconomic status (SES) and achievement. Data from the 2012 East Asia Program for International Student Assessment (PISA) were used for the structural equation modeling estimations, drawing on the work of 31,161 students. The results showed that using ICT for information retrieval and social interaction could widen the achievement gaps caused by variations in SES. This study also found that gender could significantly moderate the positive relationship between students' SES and ICT usage for learning, as well as for social interaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01