Karpiński Zbigniew, Di Pietro Giorgio, Biagi Federico
European Commission Joint Research Centre, Edificio EXPO, calle Inca Garcilaso 3, 41092 Seville, Spain.
Institute of Philosophy and Sociology Polish Academy of Sciences, ul. Nowy Swiat 72, 00-330 Warsaw, Poland.
Learn Individ Differ. 2023 Feb;102:None. doi: 10.1016/j.lindif.2022.102254.
Using data from the 2018 round of the International Computer and Literacy Survey (ICILS), this study looks at the effect of non-cognitive skills (e.g., motivation, ambition, and conscientiousness) on digital competences as measured by the Computer and Information Literacy (CIL) test score. Non-cognitive skills may be especially important in low-stakes tests such as ICILS, where students face no consequences - positive or negative - as a result of their performance. The empirical results show that several non-self-reported measures acting as proxies for non-cognitive skills are significant determinants of CIL test scores. Furthermore, the findings point at differences in non-cognitive skills across gender, immigrant background, and socioeconomic status. This suggests that one should be cautious when inferring about inequality in digital competences along these dimensions using low-stakes test scores, and underscores the importance of controlling for non-cognitive skills.
本研究利用2018年国际计算机与素养调查（ICILS）的数据，考察了非认知技能（如动机、抱负和尽责性）对以计算机与信息素养（CIL）测试分数衡量的数字能力的影响。在诸如ICILS这类低风险测试中，非认知技能可能尤为重要，因为在这类测试中，学生的表现不会带来任何正面或负面的后果。实证结果表明，作为非认知技能代理指标的几项非自我报告测量指标是CIL测试分数的重要决定因素。此外，研究结果还指出了不同性别、移民背景和社会经济地位在非认知技能方面的差异。这表明，在使用低风险测试分数推断这些维度上的数字能力不平等时应谨慎行事，并强调了控制非认知技能的重要性。
