版权说明 操作指南
首页 > 成果 > 详情

Investigating Teenage Students’ Information Literacy in China: A Social Cognitive Theory Perspective

认领
导出
Link by DOI
反馈
分享
QQ微信 微博
成果类型:
期刊论文
作者:
Zhu, Sha;Yang, Harrison Hao;MacLeod, Jason;Yu, Liqin;Wu, Di*吴砥
通讯作者:
Wu, Di(吴砥
作者机构:
[Wu, Di; Zhu, Sha; Yu, Liqin] Cent China Normal Univ, Natl Engn Res Ctr E Learning, 152 Luoyu Rd, Wuhan, Hubei, Peoples R China.
[Yang, Harrison Hao] SUNY Coll Oswego, Dept Curriculum & Instruct, Oswego, NY USA.
[Yang, Harrison Hao] Cent China Normal Univ, Dean Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.
[MacLeod, Jason] DYouville Univ, Buffalo, NY USA.
通讯机构:
[Wu, Di] C
Cent China Normal Univ, Natl Engn Res Ctr E Learning, 152 Luoyu Rd, Wuhan, Hubei, Peoples R China.
语种:
英文
关键词:
Influential factors;Information literacy;Social cognitive theory;Teenage students
期刊:
Asia-Pacific Education Researcher
ISSN:
0119-5646
年:
2019
卷:
28
期:
3
页码:
251-263
基金类别:
Acknowledgements The work was supported by the National Key Research and Development Program of China (2018YFB1004504).
机构署名:
本校为第一且通讯机构
院系归属:
国家数字化学习工程技术研究中心
摘要:
Based on social cognitive theory, this study aimed to examine the personal, behavioral, and environmental determinants of students’ information literacy in China. Participants in the study included 2127 students, 1432 parents, and 948 teachers. The research findings were as follows: (1) positive determinants were environmental influences from parents’ information and communication technology (ICT) usage and ICT interest, as well as teachers’ ICT self-efficacy and collaborative ICT usage; (2) students’ personal influences suggested that poss...

反馈

验证码:
看不清楚,换一个
确定
取消

成果认领

标题:
用户 作者 通讯作者
请选择
请选择
确定
取消

提示

该栏目需要登录且有访问权限才可以访问

如果您有访问权限,请直接 登录访问

如果您没有访问权限,请联系管理员申请开通

管理员联系邮箱:yun@hnwdkj.com