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ERIC Number: EJ1232147
Record Type: Journal
Publication Date: 2019-Nov
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0007-1013
EISSN: N/A
Measurement Invariance of the ICT Engagement Construct and Its Association with Students' Performance in China and Germany: Evidence from PISA 2015 Data
Meng, Lingqi; Qiu, Chen; Boyd-Wilson, Belinda
British Journal of Educational Technology, v50 n6 p3233-3251 Nov 2019
The present study investigated the factor structure of and measurement invariance in the information and communication technology (ICT) engagement construct, and the relationship between ICT engagement and students' performance on science, mathematics and reading in China and Germany. Samples were derived from the Programme for International Student Assessment (PISA) 2015 survey. Configural, metric and scalar equivalence were found in a multigroup exploratory structural equation model. In the regression model, a significantly positive association between interest in ICT and student achievement was found in China, in contrast to a significantly negative association in Germany. All achievement scores were negatively and significantly correlated with perceived ICT competence scores in China, whereas science and mathematics achievement scores were not predicted by scores on ICT competence in Germany. Similar patterns were found in China and Germany in terms of perceived autonomy in using ICT and social relatedness in using ICT to predict students' achievement. The implications of all the findings were discussed.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany; China
Identifiers - Assessments and Surveys: Program for International Student Assessment
Grant or Contract Numbers: N/A