Parental and Teacher Influence on Secondary Students' Information Literacy

被引：0

作者：

Zhu, Sha ^{[1
]}

Wu, Di ^{[2
]}

Yu, Liqin ^{[2
]}

Yang, Harrison Hao ^{[2
,3
]}

MacLeod, Jason ^{[2
]}

Li, Huan ^{[2
]}

机构：

[1] Wuhan Huada Natl E Learning Technol Co Ltd, Wuhan 430079, Hubei, Peoples R China

[2] Cent China Normal Univ, Wuhan 430079, Hubei, Peoples R China

[3] SUNY Coll Oswego, Oswego, NY 13126 USA

来源：

BLENDED LEARNING: ENHANCING LEARNING SUCCESS | 2018年 / 10949卷

关键词：

Information literacy; Secondary students; Influential factors; China; SELF-DISCLOSURE; ICT LITERACY; SCHOOL; ATTITUDES; COMPUTER; INTERNET; EFFICACY; ONLINE; GENDER; SKILLS;

D O I：

10.1007/978-3-319-94505-7_33

中图分类号：

TP39 [计算机的应用];

学科分类号：

081203 ; 0835 ;

摘要：

This study investigated secondary students' level of information literacy in China, as well as examined parents' and teachers' influence toward students' information literacy. The survey method was employed on a sample of 3172 students, 2035 parents, and 851 teachers to examine personal beliefs, attitudes, and technology usage. Students' information literacy was assessed via a web-based examination and the main findings were as follows: (1) a large percentage of students' overall level of information literacy was average or low; (2) teachers' Internet self-efficacy positively predicted students' information literacy, while teachers' in-class ICT usage negatively predicted students' information literacy; (3) parents' Internet attitudes positively influenced students' information literacy. Based on the findings, suggestions for improving students' information literacy were discussed.

引用

页码：404 / 415

页数：12

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