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

Abstract

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 possessing higher levels of ICT self-efficacy or ICT interest was related to higher levels of information literacy; (3) students’ behavioral influences showed that in-school and out-of-school ICT usage did not significantly influence students’ overall information literacy level. Based on the findings, suggestions for improving students’ information literacy are presented.