Johannes Zylka|Gabriela Christoph|Ulf Kroehne|Johannes Hartig|Frank Goldhammer
Moving beyond cognitive elements of ICT literacy: First evidence on the structure of ICT engagement
DIPF  Leibniz Institute for Research and Information in Education|DIPF  Leibniz Institute for Research and Information in Education|DIPF  Leibniz Institute for Research and Information in Education|DIPF  Leibniz Institute for Research and Information in Education|DIPF  Leibniz Institute for Research and Information in Education
use information communication technology ict immense importance todays digital knowledge society basis private vocational participation society ict literacy widely discussed recent decades although motivational metacognitive facets play important role developing ict literacy competence studies assessing media computer ict literacy often fail present comprehensive concept motivational metacognitive facets article addresses issue integrating concept ict engagement theoretically deduced dimensions ictrelated interest selfconcept related use ict social exposure ict analyzed explorative study assessing n 445 students aged 14 17 years german federal state badenwuerttemberg obtained dimensional structure included assumed factors suggested distinguish positive negative selfconcept using ict well separate interest computers interest mobile devices factor ict engagement dimensions related individual differences behavioral cognitive emotional ict constructs expected