Predictors of digital competence in 7th grade: a multilevel analysis
Abstract
Since 2006, the ability to use information and communication technology ( ICT ) has been included as a key competence in the curriculum in N orway, and specific competence aims are developed for most grades. The aim of this study was to identify students' ability to use ICT according to the competence aims, and to examine factors that can predict students' digital competence. A sample of 1793 students and 125 school leaders from 125 schools was used. The findings show variation in digital competence both between students and between schools. Results from a multilevel analysis showed that higher levels of mastery orientation and self‐efficacy (i.e., motivation) and the students' family background (i.e., language integration and the number of books at home) were predictors of students' levels of digital competence. Additionally, when school leaders reported higher levels of culture for professional development among the teachers at school, increased levels of digital competence were found among students. Challenges for schools and teachers to support students' motivation and to emphasize digital inclusion still prevail.
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Personal factors play an important role in the research as they seem to be a determinant of digital literacy.
“This factor, however, plays an important role in the research as it seems to be a determinant of digital literacy.”
From Key factors in digital literacy in learning and education: a systematic literature review using text mining (2022) · cites this paper as Hatlevik et al., 2015
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The relation between 21st-century skills and digital skills: A systematic literature review
van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2017) · Computers in Human Behavior · doi:10.1016/j.chb.2017.03.010 · Cited by 2,006 · see citing works
Is there a gender gap? A meta-analysis of the gender differences in students' ICT literacy
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“This literature focuses on children’s first use of ICT (Juhaňák et al., 2019), cultural background (Gui & Argentin, 2011), socioeconomic status (Hatlevik et al., 2015; Jara et al., 2015; Zhong, 2011), parental active mediation of ICT use (Livingstone et al., 2017), parental level of education…”
BackgroundWang, X., Wang, Z., Wang, Q., Chen, W., & Pi, Z. (2021) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12546 · Cited by 62 · see citing works
- Authors
- Hatlevik, O. E., Ottestad, G., & Throndsen, I.
- Affiliations
- Norwegian Centre for ICT in Education Oslo Norway
- University of Oslo (NO)
- Corresponding author
- Hatlevik, O.E.
- Venue
- Journal of Computer Assisted Learning
- Publisher
- Wiley
- Published
- 2014-04
- Volume
- 31
- Issue
- 3
- Pages
- 220-231
- ISSN
- 0266-4909 (ISSN-L)
- 1365-2729
- OpenAlex
- W2171803120
- Cited by
- 178
- References
- 5
- Citations by year
- 2026: 15 · 2025: 9 · 2024: 23 · 2023: 23 · 2022: 18 · 2021: 26 · 2020: 10 · 2019: 21 · 2018: 9 · 2017: 11 · 2016: 4 · 2015: 7 · 2014: 2
- FWCI
- 22.12
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Computer Assisted Learning (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › Digital literacy in education
- Social Sciences › Gender Studies › Gender and Technology in Education
- Social Sciences › Education › Education and Technology Integration
- Keywords
- digital skills, information and communication technologies, seventh grade students, mastery orientation, self-efficacy, student motivation, family background, language integration, home books, school leadership, teacher professional development, digital inclusion, Norwegian curriculum
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