更多的支持意味着更高的数字素养吗？数字支持与大学生数字素养之间的关系及机制。
Does more support mean more literacy? The relationship and mechanisms between digital support and college students' digital literacy.
作者信息
Yan Ru, Hu Wenjing
机构信息
Institute of Education, Xiamen University, Xiamen, China.
Baoding Preschool Teachers College, Baoding, China.
出版信息
Front Psychol. 2025 Apr 16;16:1571926. doi: 10.3389/fpsyg.2025.1571926. eCollection 2025.
INTRODUCTION
The growing interest for digitization in education underscores the importance of students' digital literacy. However, few previous studies have focused on the important role of digital support in college students' digital literacy.
METHODS
Guided by the person-context interaction theory and based on a survey of 2,157 college students, this study aimed to reveal the effects of digital device support and digital technology support on college students' digital literacy, and to further examine the mediating roles of self-efficacy and interpersonal interactions.
RESULTS
The results showed that both digital device support and digital technology support positively predicted digital literacy, and self-efficacy and interpersonal interaction mediated the relationship between digital device support and digital literacy. Self-efficacy mediated the relationship between digital technology support and digital literacy, while interpersonal interaction had a non-significant mediating effect in this relationship. Additionally, self-efficacy significantly predicted interpersonal interaction, forming a chain mediation effect between digital device support, digital technology support, and digital literacy.
DISCUSSION
This study explores the relationship between digital support and digital literacy in college contexts, emphasizing the important role of individual factors in this connection. The findings contribute to a systematic understanding of how environmental factors influence individual competence, provide empirical support for digital literacy research, and offer actionable insights for improving digital literacy in higher education. It is noteworthy that the research methods used in this study were based on self-reports, which may not accurately reveal causal relationships. Future research could improve the applicability and generalizability of the findings by adopting multimodal approaches.
引言
教育领域对数字化的兴趣日益浓厚，这凸显了学生数字素养的重要性。然而，以往很少有研究关注数字支持在大学生数字素养中的重要作用。
方法
本研究以人境互动理论为指导，基于对2157名大学生的调查，旨在揭示数字设备支持和数字技术支持对大学生数字素养的影响，并进一步考察自我效能感和人际互动的中介作用。
结果
结果表明，数字设备支持和数字技术支持均正向预测数字素养，自我效能感和人际互动在数字设备支持与数字素养之间起中介作用。自我效能感在数字技术支持与数字素养之间起中介作用，而人际互动在该关系中中介作用不显著。此外，自我效能感显著预测人际互动，在数字设备支持、数字技术支持与数字素养之间形成链式中介效应。
讨论
本研究探讨了大学环境中数字支持与数字素养之间的关系，强调了个体因素在这一联系中的重要作用。研究结果有助于系统理解环境因素如何影响个体能力，为数字素养研究提供实证支持，并为提高高等教育中的数字素养提供可行的见解。值得注意的是，本研究采用的研究方法基于自我报告，可能无法准确揭示因果关系。未来的研究可以通过采用多模态方法来提高研究结果的适用性和普遍性。
Zotero 插件