A cross-cultural perspective on the relationships among social media use, self-regulated learning and adolescents’ digital reading literacy
This study explored, from a cross-cultural comparative perspective, how use of social media (SM) impacted adolescents' digital reading literacy (DRL), and whether these two factors' relationship was mediated by self-regulated learning: i.e., knowledge of metacognitive strategies, enjoyment...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Chen, Jiangping [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2021transfer abstract |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: Surrogate optimization of coupled energy sources in a desalination microgrid based on solar PV and wind energy - Rosales-Asensio, Enrique ELSEVIER, 2020, an international journal, Amsterdam [u.a.] |
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| Übergeordnetes Werk: |
volume:175 ; year:2021 ; pages:0 |
| Links: |
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| DOI / URN: |
10.1016/j.compedu.2021.104322 |
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| 520 | |a This study explored, from a cross-cultural comparative perspective, how use of social media (SM) impacted adolescents' digital reading literacy (DRL), and whether these two factors' relationship was mediated by self-regulated learning: i.e., knowledge of metacognitive strategies, enjoyment of reading, and reading self-concept. Several mediation models with multiple mediators were tested with a sample of data pertaining to 105,430 15-year-old students from 3693 schools across six East Asian regions and nine Western countries that participated in the Programme for International Student Assessment (PISA) 2018. The results indicated that frequent SM use did not have any direct adverse impacts on adolescents’ DRL; and indeed, small positive effects were observed in many countries/regions. The relationship between SM use and DRL was positively mediated by knowledge of metacognitive strategies, but not mediated by enjoyment of reading. In the Eastern regions, SM use did not have any significant indirect effect on DRL through reading self-concept, but in most Western countries, a positive indirect effect was observed. | ||
| 520 | |a This study explored, from a cross-cultural comparative perspective, how use of social media (SM) impacted adolescents' digital reading literacy (DRL), and whether these two factors' relationship was mediated by self-regulated learning: i.e., knowledge of metacognitive strategies, enjoyment of reading, and reading self-concept. Several mediation models with multiple mediators were tested with a sample of data pertaining to 105,430 15-year-old students from 3693 schools across six East Asian regions and nine Western countries that participated in the Programme for International Student Assessment (PISA) 2018. The results indicated that frequent SM use did not have any direct adverse impacts on adolescents’ DRL; and indeed, small positive effects were observed in many countries/regions. The relationship between SM use and DRL was positively mediated by knowledge of metacognitive strategies, but not mediated by enjoyment of reading. In the Eastern regions, SM use did not have any significant indirect effect on DRL through reading self-concept, but in most Western countries, a positive indirect effect was observed. | ||
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10.1016/j.compedu.2021.104322 doi /cbs_pica/cbs_olc/import_discovery/elsevier/einzuspielen/GBV00000000001540.pica (DE-627)ELV055470394 (ELSEVIER)S0360-1315(21)00199-8 DE-627 ger DE-627 rakwb eng 570 690 VZ 58.51 bkl Chen, Jiangping verfasserin aut A cross-cultural perspective on the relationships among social media use, self-regulated learning and adolescents’ digital reading literacy 2021transfer abstract nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier This study explored, from a cross-cultural comparative perspective, how use of social media (SM) impacted adolescents' digital reading literacy (DRL), and whether these two factors' relationship was mediated by self-regulated learning: i.e., knowledge of metacognitive strategies, enjoyment of reading, and reading self-concept. Several mediation models with multiple mediators were tested with a sample of data pertaining to 105,430 15-year-old students from 3693 schools across six East Asian regions and nine Western countries that participated in the Programme for International Student Assessment (PISA) 2018. The results indicated that frequent SM use did not have any direct adverse impacts on adolescents’ DRL; and indeed, small positive effects were observed in many countries/regions. The relationship between SM use and DRL was positively mediated by knowledge of metacognitive strategies, but not mediated by enjoyment of reading. In the Eastern regions, SM use did not have any significant indirect effect on DRL through reading self-concept, but in most Western countries, a positive indirect effect was observed. This study explored, from a cross-cultural comparative perspective, how use of social media (SM) impacted adolescents' digital reading literacy (DRL), and whether these two factors' relationship was mediated by self-regulated learning: i.e., knowledge of metacognitive strategies, enjoyment of reading, and reading self-concept. Several mediation models with multiple mediators were tested with a sample of data pertaining to 105,430 15-year-old students from 3693 schools across six East Asian regions and nine Western countries that participated in the Programme for International Student Assessment (PISA) 2018. The results indicated that frequent SM use did not have any direct adverse impacts on adolescents’ DRL; and indeed, small positive effects were observed in many countries/regions. The relationship between SM use and DRL was positively mediated by knowledge of metacognitive strategies, but not mediated by enjoyment of reading. In the Eastern regions, SM use did not have any significant indirect effect on DRL through reading self-concept, but in most Western countries, a positive indirect effect was observed. Self-regulated learning Elsevier Digital reading literacy Elsevier PISA 2018 Elsevier Mediation analysis Elsevier Social media use Elsevier Lin, Chin-Hsi oth Chen, Gaowei oth Enthalten in Elsevier Science Rosales-Asensio, Enrique ELSEVIER Surrogate optimization of coupled energy sources in a desalination microgrid based on solar PV and wind energy 2020 an international journal Amsterdam [u.a.] (DE-627)ELV005303729 volume:175 year:2021 pages:0 https://doi.org/10.1016/j.compedu.2021.104322 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OLC-PHA 58.51 Abwassertechnik Wasseraufbereitung VZ AR 175 2021 0 |
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10.1016/j.compedu.2021.104322 doi /cbs_pica/cbs_olc/import_discovery/elsevier/einzuspielen/GBV00000000001540.pica (DE-627)ELV055470394 (ELSEVIER)S0360-1315(21)00199-8 DE-627 ger DE-627 rakwb eng 570 690 VZ 58.51 bkl Chen, Jiangping verfasserin aut A cross-cultural perspective on the relationships among social media use, self-regulated learning and adolescents’ digital reading literacy 2021transfer abstract nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier This study explored, from a cross-cultural comparative perspective, how use of social media (SM) impacted adolescents' digital reading literacy (DRL), and whether these two factors' relationship was mediated by self-regulated learning: i.e., knowledge of metacognitive strategies, enjoyment of reading, and reading self-concept. Several mediation models with multiple mediators were tested with a sample of data pertaining to 105,430 15-year-old students from 3693 schools across six East Asian regions and nine Western countries that participated in the Programme for International Student Assessment (PISA) 2018. The results indicated that frequent SM use did not have any direct adverse impacts on adolescents’ DRL; and indeed, small positive effects were observed in many countries/regions. The relationship between SM use and DRL was positively mediated by knowledge of metacognitive strategies, but not mediated by enjoyment of reading. In the Eastern regions, SM use did not have any significant indirect effect on DRL through reading self-concept, but in most Western countries, a positive indirect effect was observed. This study explored, from a cross-cultural comparative perspective, how use of social media (SM) impacted adolescents' digital reading literacy (DRL), and whether these two factors' relationship was mediated by self-regulated learning: i.e., knowledge of metacognitive strategies, enjoyment of reading, and reading self-concept. Several mediation models with multiple mediators were tested with a sample of data pertaining to 105,430 15-year-old students from 3693 schools across six East Asian regions and nine Western countries that participated in the Programme for International Student Assessment (PISA) 2018. The results indicated that frequent SM use did not have any direct adverse impacts on adolescents’ DRL; and indeed, small positive effects were observed in many countries/regions. The relationship between SM use and DRL was positively mediated by knowledge of metacognitive strategies, but not mediated by enjoyment of reading. In the Eastern regions, SM use did not have any significant indirect effect on DRL through reading self-concept, but in most Western countries, a positive indirect effect was observed. Self-regulated learning Elsevier Digital reading literacy Elsevier PISA 2018 Elsevier Mediation analysis Elsevier Social media use Elsevier Lin, Chin-Hsi oth Chen, Gaowei oth Enthalten in Elsevier Science Rosales-Asensio, Enrique ELSEVIER Surrogate optimization of coupled energy sources in a desalination microgrid based on solar PV and wind energy 2020 an international journal Amsterdam [u.a.] (DE-627)ELV005303729 volume:175 year:2021 pages:0 https://doi.org/10.1016/j.compedu.2021.104322 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OLC-PHA 58.51 Abwassertechnik Wasseraufbereitung VZ AR 175 2021 0 |
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10.1016/j.compedu.2021.104322 doi /cbs_pica/cbs_olc/import_discovery/elsevier/einzuspielen/GBV00000000001540.pica (DE-627)ELV055470394 (ELSEVIER)S0360-1315(21)00199-8 DE-627 ger DE-627 rakwb eng 570 690 VZ 58.51 bkl Chen, Jiangping verfasserin aut A cross-cultural perspective on the relationships among social media use, self-regulated learning and adolescents’ digital reading literacy 2021transfer abstract nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier This study explored, from a cross-cultural comparative perspective, how use of social media (SM) impacted adolescents' digital reading literacy (DRL), and whether these two factors' relationship was mediated by self-regulated learning: i.e., knowledge of metacognitive strategies, enjoyment of reading, and reading self-concept. Several mediation models with multiple mediators were tested with a sample of data pertaining to 105,430 15-year-old students from 3693 schools across six East Asian regions and nine Western countries that participated in the Programme for International Student Assessment (PISA) 2018. The results indicated that frequent SM use did not have any direct adverse impacts on adolescents’ DRL; and indeed, small positive effects were observed in many countries/regions. The relationship between SM use and DRL was positively mediated by knowledge of metacognitive strategies, but not mediated by enjoyment of reading. In the Eastern regions, SM use did not have any significant indirect effect on DRL through reading self-concept, but in most Western countries, a positive indirect effect was observed. This study explored, from a cross-cultural comparative perspective, how use of social media (SM) impacted adolescents' digital reading literacy (DRL), and whether these two factors' relationship was mediated by self-regulated learning: i.e., knowledge of metacognitive strategies, enjoyment of reading, and reading self-concept. Several mediation models with multiple mediators were tested with a sample of data pertaining to 105,430 15-year-old students from 3693 schools across six East Asian regions and nine Western countries that participated in the Programme for International Student Assessment (PISA) 2018. The results indicated that frequent SM use did not have any direct adverse impacts on adolescents’ DRL; and indeed, small positive effects were observed in many countries/regions. The relationship between SM use and DRL was positively mediated by knowledge of metacognitive strategies, but not mediated by enjoyment of reading. In the Eastern regions, SM use did not have any significant indirect effect on DRL through reading self-concept, but in most Western countries, a positive indirect effect was observed. Self-regulated learning Elsevier Digital reading literacy Elsevier PISA 2018 Elsevier Mediation analysis Elsevier Social media use Elsevier Lin, Chin-Hsi oth Chen, Gaowei oth Enthalten in Elsevier Science Rosales-Asensio, Enrique ELSEVIER Surrogate optimization of coupled energy sources in a desalination microgrid based on solar PV and wind energy 2020 an international journal Amsterdam [u.a.] (DE-627)ELV005303729 volume:175 year:2021 pages:0 https://doi.org/10.1016/j.compedu.2021.104322 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OLC-PHA 58.51 Abwassertechnik Wasseraufbereitung VZ AR 175 2021 0 |
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10.1016/j.compedu.2021.104322 doi /cbs_pica/cbs_olc/import_discovery/elsevier/einzuspielen/GBV00000000001540.pica (DE-627)ELV055470394 (ELSEVIER)S0360-1315(21)00199-8 DE-627 ger DE-627 rakwb eng 570 690 VZ 58.51 bkl Chen, Jiangping verfasserin aut A cross-cultural perspective on the relationships among social media use, self-regulated learning and adolescents’ digital reading literacy 2021transfer abstract nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier This study explored, from a cross-cultural comparative perspective, how use of social media (SM) impacted adolescents' digital reading literacy (DRL), and whether these two factors' relationship was mediated by self-regulated learning: i.e., knowledge of metacognitive strategies, enjoyment of reading, and reading self-concept. Several mediation models with multiple mediators were tested with a sample of data pertaining to 105,430 15-year-old students from 3693 schools across six East Asian regions and nine Western countries that participated in the Programme for International Student Assessment (PISA) 2018. The results indicated that frequent SM use did not have any direct adverse impacts on adolescents’ DRL; and indeed, small positive effects were observed in many countries/regions. The relationship between SM use and DRL was positively mediated by knowledge of metacognitive strategies, but not mediated by enjoyment of reading. In the Eastern regions, SM use did not have any significant indirect effect on DRL through reading self-concept, but in most Western countries, a positive indirect effect was observed. This study explored, from a cross-cultural comparative perspective, how use of social media (SM) impacted adolescents' digital reading literacy (DRL), and whether these two factors' relationship was mediated by self-regulated learning: i.e., knowledge of metacognitive strategies, enjoyment of reading, and reading self-concept. Several mediation models with multiple mediators were tested with a sample of data pertaining to 105,430 15-year-old students from 3693 schools across six East Asian regions and nine Western countries that participated in the Programme for International Student Assessment (PISA) 2018. The results indicated that frequent SM use did not have any direct adverse impacts on adolescents’ DRL; and indeed, small positive effects were observed in many countries/regions. The relationship between SM use and DRL was positively mediated by knowledge of metacognitive strategies, but not mediated by enjoyment of reading. In the Eastern regions, SM use did not have any significant indirect effect on DRL through reading self-concept, but in most Western countries, a positive indirect effect was observed. Self-regulated learning Elsevier Digital reading literacy Elsevier PISA 2018 Elsevier Mediation analysis Elsevier Social media use Elsevier Lin, Chin-Hsi oth Chen, Gaowei oth Enthalten in Elsevier Science Rosales-Asensio, Enrique ELSEVIER Surrogate optimization of coupled energy sources in a desalination microgrid based on solar PV and wind energy 2020 an international journal Amsterdam [u.a.] (DE-627)ELV005303729 volume:175 year:2021 pages:0 https://doi.org/10.1016/j.compedu.2021.104322 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OLC-PHA 58.51 Abwassertechnik Wasseraufbereitung VZ AR 175 2021 0 |
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10.1016/j.compedu.2021.104322 doi /cbs_pica/cbs_olc/import_discovery/elsevier/einzuspielen/GBV00000000001540.pica (DE-627)ELV055470394 (ELSEVIER)S0360-1315(21)00199-8 DE-627 ger DE-627 rakwb eng 570 690 VZ 58.51 bkl Chen, Jiangping verfasserin aut A cross-cultural perspective on the relationships among social media use, self-regulated learning and adolescents’ digital reading literacy 2021transfer abstract nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier This study explored, from a cross-cultural comparative perspective, how use of social media (SM) impacted adolescents' digital reading literacy (DRL), and whether these two factors' relationship was mediated by self-regulated learning: i.e., knowledge of metacognitive strategies, enjoyment of reading, and reading self-concept. Several mediation models with multiple mediators were tested with a sample of data pertaining to 105,430 15-year-old students from 3693 schools across six East Asian regions and nine Western countries that participated in the Programme for International Student Assessment (PISA) 2018. The results indicated that frequent SM use did not have any direct adverse impacts on adolescents’ DRL; and indeed, small positive effects were observed in many countries/regions. The relationship between SM use and DRL was positively mediated by knowledge of metacognitive strategies, but not mediated by enjoyment of reading. In the Eastern regions, SM use did not have any significant indirect effect on DRL through reading self-concept, but in most Western countries, a positive indirect effect was observed. This study explored, from a cross-cultural comparative perspective, how use of social media (SM) impacted adolescents' digital reading literacy (DRL), and whether these two factors' relationship was mediated by self-regulated learning: i.e., knowledge of metacognitive strategies, enjoyment of reading, and reading self-concept. Several mediation models with multiple mediators were tested with a sample of data pertaining to 105,430 15-year-old students from 3693 schools across six East Asian regions and nine Western countries that participated in the Programme for International Student Assessment (PISA) 2018. The results indicated that frequent SM use did not have any direct adverse impacts on adolescents’ DRL; and indeed, small positive effects were observed in many countries/regions. The relationship between SM use and DRL was positively mediated by knowledge of metacognitive strategies, but not mediated by enjoyment of reading. In the Eastern regions, SM use did not have any significant indirect effect on DRL through reading self-concept, but in most Western countries, a positive indirect effect was observed. Self-regulated learning Elsevier Digital reading literacy Elsevier PISA 2018 Elsevier Mediation analysis Elsevier Social media use Elsevier Lin, Chin-Hsi oth Chen, Gaowei oth Enthalten in Elsevier Science Rosales-Asensio, Enrique ELSEVIER Surrogate optimization of coupled energy sources in a desalination microgrid based on solar PV and wind energy 2020 an international journal Amsterdam [u.a.] (DE-627)ELV005303729 volume:175 year:2021 pages:0 https://doi.org/10.1016/j.compedu.2021.104322 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OLC-PHA 58.51 Abwassertechnik Wasseraufbereitung VZ AR 175 2021 0 |
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Several mediation models with multiple mediators were tested with a sample of data pertaining to 105,430 15-year-old students from 3693 schools across six East Asian regions and nine Western countries that participated in the Programme for International Student Assessment (PISA) 2018. The results indicated that frequent SM use did not have any direct adverse impacts on adolescents’ DRL; and indeed, small positive effects were observed in many countries/regions. The relationship between SM use and DRL was positively mediated by knowledge of metacognitive strategies, but not mediated by enjoyment of reading. 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a cross-cultural perspective on the relationships among social media use, self-regulated learning and adolescents’ digital reading literacy |
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A cross-cultural perspective on the relationships among social media use, self-regulated learning and adolescents’ digital reading literacy |
| abstract |
This study explored, from a cross-cultural comparative perspective, how use of social media (SM) impacted adolescents' digital reading literacy (DRL), and whether these two factors' relationship was mediated by self-regulated learning: i.e., knowledge of metacognitive strategies, enjoyment of reading, and reading self-concept. Several mediation models with multiple mediators were tested with a sample of data pertaining to 105,430 15-year-old students from 3693 schools across six East Asian regions and nine Western countries that participated in the Programme for International Student Assessment (PISA) 2018. The results indicated that frequent SM use did not have any direct adverse impacts on adolescents’ DRL; and indeed, small positive effects were observed in many countries/regions. The relationship between SM use and DRL was positively mediated by knowledge of metacognitive strategies, but not mediated by enjoyment of reading. In the Eastern regions, SM use did not have any significant indirect effect on DRL through reading self-concept, but in most Western countries, a positive indirect effect was observed. |
| abstractGer |
This study explored, from a cross-cultural comparative perspective, how use of social media (SM) impacted adolescents' digital reading literacy (DRL), and whether these two factors' relationship was mediated by self-regulated learning: i.e., knowledge of metacognitive strategies, enjoyment of reading, and reading self-concept. Several mediation models with multiple mediators were tested with a sample of data pertaining to 105,430 15-year-old students from 3693 schools across six East Asian regions and nine Western countries that participated in the Programme for International Student Assessment (PISA) 2018. The results indicated that frequent SM use did not have any direct adverse impacts on adolescents’ DRL; and indeed, small positive effects were observed in many countries/regions. The relationship between SM use and DRL was positively mediated by knowledge of metacognitive strategies, but not mediated by enjoyment of reading. In the Eastern regions, SM use did not have any significant indirect effect on DRL through reading self-concept, but in most Western countries, a positive indirect effect was observed. |
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This study explored, from a cross-cultural comparative perspective, how use of social media (SM) impacted adolescents' digital reading literacy (DRL), and whether these two factors' relationship was mediated by self-regulated learning: i.e., knowledge of metacognitive strategies, enjoyment of reading, and reading self-concept. Several mediation models with multiple mediators were tested with a sample of data pertaining to 105,430 15-year-old students from 3693 schools across six East Asian regions and nine Western countries that participated in the Programme for International Student Assessment (PISA) 2018. The results indicated that frequent SM use did not have any direct adverse impacts on adolescents’ DRL; and indeed, small positive effects were observed in many countries/regions. The relationship between SM use and DRL was positively mediated by knowledge of metacognitive strategies, but not mediated by enjoyment of reading. In the Eastern regions, SM use did not have any significant indirect effect on DRL through reading self-concept, but in most Western countries, a positive indirect effect was observed. |
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