发表机构
The University of Texas at San Antonio; Pusan National University（圣安东尼奥德克萨斯大学; 釜山国立大学）
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
本研究利用ICILS 2023数据，通过多组结构方程模型揭示屏幕时间监管影响存在跨国差异，而ICT自我效能感是稳健预测因子，挑战了屏幕时间作为数字参与独立指标的观点。
AI 中文摘要
本研究为屏幕时间与数字结果之间关系的跨国差异提供了一种结构性解释。尽管先前的研究以及诸如ICILS等大规模评估已记录了屏幕时间与数字能力之间不一致的关联，但这些差异背后的机制仍不清楚。本研究利用ICILS 2023数据，采用多组结构方程模型来考察社会经济地位、屏幕时间监管、ICT自我效能感与数字素养结果之间的关系。结果显示，屏幕时间监管的影响存在显著的跨国差异。相比之下，ICT自我效能感在所有国家中均表现为一致且稳健的预测因子。此外，在某些情境下，屏幕时间监管通过自我效能感间接影响结果，但在其他情境中则不然。这些发现挑战了将屏幕时间作为数字参与独立指标的做法，并强调了心理机制的重要性。通过整合社会经济、行为和心理因素，本研究推进了对数字能力的更细致理解，并超越了基于数量的数字学习方法。
英文摘要
This study provides a structural explanation for cross-national variation in the relationship between screen time and digital outcomes. While prior research and large-scale assessments such as ICILS have documented inconsistent associations between screen time and digital competence, the mechanisms underlying these differences remain unclear. Using ICILS 2023 data, this study employs multigroup structural equation modeling to examine the relationships among socioeconomic status, screen time regulation, ICT self-efficacy, and digital literacy outcomes. Results reveal substantial cross-country differences in the effects of screen time regulation. In contrast, ICT self-efficacy emerges as a consistent and robust predictor across all countries. Moreover, screen time regulation influences outcomes indirectly through self-efficacy in some contexts but not others. These findings challenge the use of screen time as a standalone indicator of digital engagement and highlight the importance of psychological mechanisms. By integrating socioeconomic, behavioral, and psychological factors, this study advances a more nuanced understanding of digital competence and moves beyond quantity-based approaches to digital learning.
