Internet literacy and academic achievement among Chinese adolescent: a moderated mediation model

Abstract

ABSTRACT With the development of big data and artificial intelligence, a large number of online learning platforms adopt deep learning to improve teenagers’ academic performance. However, the original purpose of the platform is to improve the prediction ability from behaviour to result and lacks the explanation of why Internet literacy leads to adolescent academic achievement. The current study tested the mediating effect of perceived academic competence in association between Internet literacy and academic achievement, and whether this mediating process was moderated by online risk encountered. The model in this study was examined with 1105 Chinese adolescents (mean age = 14.85 years, SD = 1.85 years). The participants completed questionnaires regarding Internet literacy, perceived academic competence, academic achievement and online risk encountered. The results showed that the direct effect between Internet literacy and academic achievement was not significant. Mediation analysis indicated that perceived academic competence completely mediated the association between Internet literacy and academic achievement. Moderated mediation analysis further revealed that the mediated path was weaker for adolescents with a high level of online risk encountered. These findings provide a potential way to understand the consequences of Internet literacy and help to increase the positive impact of high academic achievement.