Digital Literacies, Reading Achievement, and Intrinsic Motivation: A Multigroup Structural Equation Modeling (SEM) With Mediation

• In Event: Digital and AI Literacy in Learning

Abstract

This study explored the relationship between digital literacies and reading achievement, focusing on the mediation effects of intrinsic motivation to read and their variation across schools with different proportions of disadvantaged students. Using data from the Progress in International Reading Literacy Study 2021 in the United States, we employed multigroup structural equation modelling with mediation. Results revealed that digital literacies were positively associated with reading achievement, and this association was mediated by intrinsic motivation. The mediation was significant in schools with less than 50% disadvantaged students but not significant in schools with more than 50%. We conclude that fostering digital literacies and promoting intrinsic motivation, tailored to the specific needs of students in different school environments, can enhance reading achievement.

Authors

• Jeeyoung Min, Jeonbuk Nation University

• Young Sik Seo, University at Buffalo - SUNY