
06670931
j
Xu, Zhenhua
Jang, Eunice Eunhee
The role of math selfefficacy in the structural model of extracurricular technologyrelated activities and junior elementary school students' mathematics ability.
Comput. Hum. Behav. 68, 547555 (2017).
2017
Elsevier, Amsterdam
EN
C23
C43
U73
math selfefficacy
computer use
TV viewing
mathematics achievement
structural equation modeling
doi:10.1016/j.chb.2016.11.063
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 selfefficacy, extracurricular technologyrelated activities (TRAs) and Canadian sixth graders' math achievement. Using largescale 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' selfefficacy 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 selfefficacy 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 selfefficacy. This study emphasizes the critical interaction between students' psychological orientations and external digital surroundings on their academic achievement.