Abstract In this digital era, information and communication technology (ICT) has become an essential component of school education. Students' self-efficacy in using ICT has been shown to contribute to their ICT literacy. However, research on the correlates of ICT self-efficacy has been insufficient, resulting in often oversimplified causal statements. This study investigated the relationship between adolescents' interest in ICT and their ICT self-efficacy at age fifteen based on data from 30 Organization for Economic Co-operation and Development (OECD) countries that participated in the Programme for International Student Assessment (PISA) 2015. Altogether, the participants include 201,652 students from 7708 schools, all of whom completed the ICT Familiarity Questionnaire. Data analysis was performed using multilevel mediation, with interest in ICT as the independent variable, perceived ICT competence at age fifteen as the dependent variable, and several ICT-related behavioral factors, including ICT use at school (USESCH), ICT use outside of school for schoolwork (HOMESCH), ICT use outside of school for leisure (ENTUSE), and ICT use in social interaction (SOIAICT), as the mediating variables. The results showed a significantly positive relationship between adolescents’ interest in ICT and their ICT self-efficacy at age fifteen and that this relationship was partially mediated by behavioral factors. ICT use at home and ICT use at school were not significant mediators for any of the 30 OECD countries while ICT use for recreation and ICT use for social interaction were significant for most countries. The practical implications of these findings are discussed, and suggestions are offered.

中文翻译：

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与 ICT 相关的行为因素在青少年 ICT 兴趣与其 ICT 自我效能之间的关系中起中介作用：来自 30 个国家的证据

摘要 在这个数字时代，信息通信技术（ICT）已成为学校教育的重要组成部分。学生在使用 ICT 方面的自我效能已被证明有助于提高他们的 ICT 素养。然而，对 ICT 自我效能相关性的研究还不够充分，导致因果陈述往往过于简单化。本研究根据参与 2015 年国际学生评估计划 (PISA) 的 30 个经济合作与发展组织 (OECD) 国家的数据，调查了青少年对 ICT 的兴趣与其 15 岁时的 ICT 自我效能感之间的关系. 参与者包括来自7708所学校的201,652名学生，他们都完成了ICT熟悉度问卷。使用多级中介进行数据分析，以对 ICT 的兴趣作为自变量，在 15 岁时感知 ICT 能力作为因变量，以及若干与 ICT 相关的行为因素，包括学校 ICT 使用 (USESCH)、校外 ICT 用于学校作业 (HOMESCH)、ICT 使用校外休闲 (ENTUSE) 和社交互动中的 ICT 使用 (SOIAICT) 作为中介变量。结果表明，青少年对 ICT 的兴趣与他们在 15 岁时的 ICT 自我效能感之间存在显着的正相关关系，并且这种关系部分受行为因素的调节。对于 30 个经合组织国家中的任何一个来说，家庭 ICT 使用和学校 ICT 使用都不是重要的中介因素，而 ICT 用于娱乐和 ICT 用于社会互动对大多数国家来说都很重要。讨论了这些发现的实际意义，