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Adolescents' Computer Performance

This study focuses on the correlational structure between adolescents' computer self-concept and different computer-related performance outcomes, following expectancy-value theory.

Cover: Computer and Education Vol. 81

More specifically, computer interest and ICT-related social engagement were considered as mediators by which the link of computer self-concept and basic computer skills as well as theoretical computer knowledge should be established. Extending this research, the role of gender was additionally examined, testing the extent to which the proposed structural patterns are similar or dissimilar. Based on a sample of 445 German secondary school boys and girls, we applied latent mediation as well as group-based analysis. Results showed that computer self-concept plays a significant role in regard to ICT-related motivational characteristics and computer performance outcomes. As to basic computer skills, the self-concept to performance relation was mediated by computer interest but not by ICT-related social engagement. Regarding the computer self-concept to theoretical computer knowledge relation, only ICT-related social engagement (not computer interest) emerged as a significant mediator. Exploring the role of gender, a gender-specific rather than a gender-invariant model seems better applicable. Thus, mean-level differences as well as differences in the underlying correlational structure could be asserted.

Christoph, G., Goldhammer, F., Zylka, J. & Hartig, J. (2015) Computers & Education, 81, 1-12.

last modified Apr 21, 2017