Abstract
The present study investigates the effects of information and communication technology (ICT) self-efficacy on 15-year-old students’ digital reading achievement, along with the potential mediating role of using ICT at school. Multilevel mediation modelling was adopted to analyze data from the publicly available Programme for International Student Assessment (PISA) 2018 database, encompassing 14,273 students aged 15 from 763 schools in Australia. Two main results were found: (1) the positive effects of ICT self-efficacy on digital reading scores existed; (2) ICT use at school mediated such a correlation and suppression effects were found. The results shed light on the improvement of digital reading performance by promoting students’ ICT self-efficacy level and striking a balance between ICT-related attitudinal and behavioral factors in educational practice.
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