id: 06670931
dt: j
an:
au: Xu, Zhenhua; Jang, Eunice Eunhee
ti: The role of math self-efficacy in the structural model of extracurricular
technology-related activities and junior elementary school students’
mathematics ability.
so: Comput. Hum. Behav. 68, 547-555 (2017).
py: 2017
pu: Elsevier, Amsterdam
la: EN
cc: C23 C43 U73
ut: math self-efficacy; computer use; TV viewing; mathematics achievement;
structural equation modeling
ci:
li: doi:10.1016/j.chb.2016.11.063
ab: Summary: With increasingly sophisticated information and communications
technologies in the modern era, technology is considered to be an
important agent for children’s perceptual and cognitive skill
development. Yet, research on the effect of technology on students’
academic learning is inconclusive because there is a longstanding
debate about the impact of internet use and video gameplay on student
learning achievement. This study examined the relationships between
math self-efficacy, extracurricular technology-related activities
(TRAs) and Canadian sixth graders’ math achievement. Using
large-scale student survey and test performance data ($N=26,767$), we
examined the latent structural relationship between the TRAs (e.g.,
video gameplay, internet use and TV viewing) and math achievement by
taking into account students’ self-efficacy as a mediator. Results
from structural equation modeling confirmed our hypotheses indicating
the negative direct effects of TRAs on math achievement and a positive
mediating effect of math self-efficacy on the relationship between
video gameplay and math achievement. We also observed negative indirect
effects of TV reviewing and internet use on math achievement via math
self-efficacy. This study emphasizes the critical interaction between
students’ psychological orientations and external digital
surroundings on their academic achievement.
rv: