Joyce Gubbels|Nicole Swart|Margriet A. Groen
Everything in moderation: ICT and reading performance of Dutch 15-year-olds
Radboud University Nijmegen|Radboud University Nijmegen|Radboud University Nijmegen
abstract previous research relationship students home school information communication technology ict resources academic performance shown ambiguous results availability ict resources school found unrelated negatively related academic performance whereas availability ict resources home found positively negatively related academic performance addition frequency use ict related students academic achievement relationship found negative ict use school however ict use home literature relationship academic performance ambiguous addition ict availability ict use students attitudes towards ict also found play role student performance present study examine availability ict resources students use resources school outside school schoolwork outside school leisure students attitudes toward ict interest ict perceived ict competence perceived ict autonomy relate individual differences performance digital assessment reading one comprehensive model using dutch pisa 2015 sample 5183 15yearolds 492 male student gender students economic social cultural status accounted substantial part variation digitally assessed reading performance controlling relationships results indicated students moderate access ict resources moderate use ict school outside school schoolwork moderate interest ict highest digitally assessed reading performance contrast students reported moderate competence ict lowest digitally assessed reading performance addition frequent use ict outside school leisure negatively related digitally assessed reading performance whereas perceived autonomy positively related taken together findings suggest excessive access ict resources excessive use ict excessive interest ict associated lower digitally assessed reading performance