The effect of digital literacy levels and e-learning attitudes on screen reading self-efficacy: A structural equation modelling

Abstract

In this study, it was aimed to determine the relationships between digital literacy levels, e-learning attitudes and screen reading self-efficacy of primary school teacher candidates through structural equation modeling, and to examine to what extent digital literacy levels and e-learning attitudes predict screen reading self-efficacy perceptions. The study group, which was formed by simple random sampling in the research carried out with the relational screening model, consists of 677 primary school teacher candidates. "Digital Literacy Scale", "Attitude Scale Towards E-learning" and "Screen Reading Self-Efficacy Perception Scale" were used to collect data. The data were analyzed by structural equation modeling and LISREL and MPLUS package programs were used in the analysis of the data. As a result of the research, it has been determined that hypothesis models were valid and that the digital literacy levels and e-learning attitudes of the primary school teacher candidates significantly predict their screen reading self-efficacy perceptions both separately and together, and there are positive relations between the variables. In addition, while e-learning attitudes play a mediating role in the effects of digital literacy on screen reading self-efficacy perceptions of primary school teacher candidates, it is a result that digital literacy levels significantly predict screen reading self-efficacy perceptions and the relationship is positive if e-learning attitudes are considered as mediating variable.