Who Thrives in the Digital Age? Examining SES, Self-Efficacy, Screen Time, and Digital Literacy

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division H - Section 1: Applied Research in Schools Virtual Poster Session

Abstract

This study examines factors influencing U.S. middle school students’ Computer and Information Literacy (CIL) using data from the 2023 ICILS. A one-way ANOVA revealed significant differences in CIL scores based on parental screen time limitations. Structural equation modeling further explored relationships among socioeconomic status (SES), self-efficacy, screen time, and CIL. Results show that SES significantly influences self-efficacy, which in turn affects CIL. Notably, SES indirectly impacts CIL through both self-efficacy and screen time, and self-efficacy also has a positive indirect effect via screen time. These findings highlight the mediating roles of psychological and behavioral factors in shaping digital literacy and underscore the need to address equity and student support in technology-integrated learning environments.

Authors

• Hyejeong Lee, University of Texas - San Antonio

• Suyoun Kim, Korea University

• Tiffany Emanuel, University of Texas - San Antonio