Background: Reading is an interactive and constructive process of making meaning by engaging a variety of materials and sources and by participating in reading communities at school or in daily life.
Aim: The purpose of this study was to explore the factors affecting digital reading literacy among upper-elementary school students.
Method: A 3-stage stratified cluster sampling was implemented that resulted in a sample of 592 upper-elementary students from 29 classes in 7 schools. Self-Regulated Learning Strategies Assessment (S-RLSA), Digital Reading Literacy Assessment (DRLA), and student reports of their parents’ education backgrounds were used to collect data on the outcome and predictor variables. Interpretation of these data involved two highly regarded statistical techniques. First, structural equation modeling was used to explore relationships amongst the constructs. Second, multi-group invariance (MI) analyses were used to assess the influence of parental education and self-regulated learning strategies on students’ digital reading literacy.
Results: Enriching students’ family learning resources and strengthening their self-regulated learning abilities could have very important influences on promoting upper-elementary school students' digital reading literacy -webpage information retrieval, reading and communication abilities.
Conclusions: This study also provides information on how teachers can address student resources to improve digital reading literacy and self-regulated strategies. 相似文献
This study investigates the relationships between professional knowledge, self-concept, and interest of pre-service physics teachers. In order to support student learning and interest development alike, teachers need a profound professional knowledge and respective motivational orientations. Developing both professional knowledge and motivational orientations in teachers is therefore a key challenge of teacher education. Prior research has focused on the development of content knowledge (CK) and pedagogical content knowledge (PCK) within teacher education, but the role of motivational orientations such as self-concept and interest have mostly been neglected areas of study. As individuals develop domain-specific motivational orientations, they compare their achievement in an external frame to the achievement of their peers, and they compare their achievements in an internal frame across domains. The effects of these psychological processes on domain-specific motivational orientations are described by the generalized internal/external frame of reference model (GI/E model). We assessed the professional knowledge (CK and PCK) and motivational orientations (self-concept and interest) of N = 200 pre-service physics teachers from 12 teacher education institutes in Germany. To investigate the predictions of the GI/E model, we utilized structural equation modeling. In line with the GI/E model, the analysis revealed that pre-service teachers use social comparisons. Pre-service teachers with a higher CK/PCK also showed a higher CK/PCK self-concept. We also identified instances of internal comparisons as we found that a high level of CK corresponds with a lower PCK self-concept. While we could not identify the same effects from professional knowledge on interest, self-concept mediated the effects from professional knowledge on interest. The results suggest that interdependencies between professional knowledge and motivational orientation should be given more consideration in teacher education research and should also be addressed more explicitly in teacher education. 相似文献
The Technology Acceptance Model (TAM) is a key model describing teachers' intentions to use technology. This meta-analysis clarifies some of the contradictory findings surrounding the relations within the TAM for a sample of 45 studies comprising 300 correlations. We evaluate the overall fit of the TAM and its structural parameters, and quantify the between-sample variation through meta-analytic structural equation modeling. The TAM fitted the data well, and all structural parameters were statistically significant. On average, the TAM variables explained 39.2% of the variance in teachers' intentions to use technology. Several sample, measurement, and publication characteristics, including teachers’ experience and the representation of the TAM variables, moderated the relations within the TAM. Overall, the TAM represents a valid model explaining technology acceptance—however, the degree of explanation and the relative importance of predictors vary across samples. Implications for further research, in particular the generalizability of the TAM, are discussed. 相似文献