Do background characteristics matter in Children's mastery of digital literacy? A cognitive diagnosis model analysis

作者：

Highlights：

• Cognitive diagnosis model analysis provided a finer grain differentiation of students' digital literacy (DL) achievements.

• Educational aspiration, SES, device access were significant predictors of Primary 3 students' DL skills mastery level.

• Children's DL masteries were not significantly predicted by gender and home language.

• Shared access to computers at home was positively related to DL mastery, but exclusive access was not.

摘要

•Cognitive diagnosis model analysis provided a finer grain differentiation of students' digital literacy (DL) achievements.•Educational aspiration, SES, device access were significant predictors of Primary 3 students' DL skills mastery level.•Children's DL masteries were not significantly predicted by gender and home language.•Shared access to computers at home was positively related to DL mastery, but exclusive access was not.

论文关键词：Digital literacy,Background characteristics,Cognitive diagnosis models,Three-step analysis approach,Latent logistic regression

论文评审过程：Received 15 January 2021, Revised 28 April 2021, Accepted 29 April 2021, Available online 4 May 2021, Version of Record 11 May 2021.

论文官网地址：https://doi.org/10.1016/j.chb.2021.106850