Moving beyond cognitive elements of ICT literacy. First evidence on the structure of ICT engagement.

Autor/inn/en	Zylka, Johannes; Christoph, Gabriela; Kröhne, Ulf; Hartig, Johannes; Goldhammer, Frank
Titel	Moving beyond cognitive elements of ICT literacy. First evidence on the structure of ICT engagement.
Quelle	In: Computers in human behavior, (2015) 53, S. 149-160Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0747-5632
DOI	10.1016/j.chb.2015.07.008
URN	urn:nbn:de:0111-pedocs-179844
Schlagwörter	Empirische Untersuchung; Faktorenanalyse; Metakognition; Selbstkonzept; Soziale Interaktion; Digitale Medien; Informations- und Kommunikationstechnologie; Medienkompetenz; Mediennutzung; Medienverhalten; Interesse; Motivation; Jugendlicher; Deutschland
Abstract	The use of Information and Communication Technology (ICT) is of immense importance in today's digital knowledge society. As a basis for private and vocational participation in society, ICT literacy has been widely discussed in recent decades. Although motivational and metacognitive facets play an important role in developing ICT literacy and competence, studies assessing media, computer or ICT literacy often fail to present a comprehensive concept on these motivational and metacognitive facets. This article addresses this issue by integrating them into the concept of ICT engagement. Its theoretically deduced dimensions of ICT-related interest, self-concept related to the use of ICT, and social exposure to ICT were analyzed in an explorative study assessing N = 445 students aged between 14 and 17 years in the German federal state of Baden-Wuerttemberg. The obtained dimensional structure included the assumed factors, and suggested to distinguish a positive and a negative self-concept on using ICT as well as to separate interest in computers and interest in mobile devices factor. The ICT engagement dimensions were related to individual differences in behavioral, cognitive and emotional ICT constructs as expected. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/1