Students’ ICT self-efficacy and computer and information literacy: Determinants and relationships

Abstract

Self-efficacy is an important concept for understanding learning and achievement. The concept covers students' self-confidence and their expectations for future performances. Students' learning experiences are crucial for the development of self-efficacy beliefs, which in the next round may affect students' achievements. The present study explores how self-efficacy can be contextualized with information and communication technology in initially 15 countries. A theoretical model is built and tested in each country based on data from the International Computer and Information Literacy Study 2013. The analyses show that students' self-regulation, experience with technology and socioeconomic background explain the variation in their ICT self-efficacy. Further, gender, selfefficacy and socioeconomic background play an important role for understanding students' computer and information literacy. This indicates that ICT self-efficacy is positively related to computer and information literacy when controlled for other student characteristics and background contextual variables. However, the results also reveal a clear distinction between measures of ICT self-efficacy one hand and computer and information literacy on the other. It is therefore necessary to continue elaborating on the differences between what students belief they can do when using ICT and their actual performance with ICT.

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