Abstract Increasingly more research is exploring how digital media can be used for teaching but is largely focused on how teachers shape technology use. Besides teachers in the classroom, parents at home may also have a pivotal role in shaping students’ beliefs towards digital media which are in turn an important precursor to students’ use of technology for learning. Previous research shows parent factors are related to students’ ICT self-efficacy; however, the underlying mechanisms explaining these relations are less clear. Following Eccles et al.’s parent socialization model (1983), we investigate whether parents’ behaviors including modeling and provision of digital media mediate the relation between parents’ beliefs regarding digital media and students’ digital media self-efficacy. Data were drawn from parents and student questionnaires collected as part of a study to investigate conditions for successful digital media use in classrooms (N = 1,206 students and their parents). Results show while parents’ beliefs are related to students’ digital media self-efficacy, only parents’ provision of smart phones mediates this relation. Findings indicate the importance of parents’ beliefs regarding digital media and the need for future research into at home factors that influence students’ digital media self-efficacy.

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新技术，家长的新角色：家长的信念和行为如何影响学生的数字媒体自我效能

摘要 越来越多的研究正在探索如何将数字媒体用于教学，但主要集中在教师如何塑造技术使用上。除了课堂上的教师外，家中的父母在塑造学生对数字媒体的信念方面也可能发挥关键作用，而这反过来又是学生使用技术进行学习的重要先导。以往研究表明，家长因素与学生的ICT自我效能感有关；然而，解释这些关系的潜在机制不太清楚。遵循 Eccles 等人的父母社会化模型 (1983)，我们调查了父母的行为（包括建模和提供数字媒体）是否在父母对数字媒体的信念与学生的数字媒体自我效能感之间起到中介作用。数据来自家长和学生问卷，作为一项研究的一部分，该研究调查了在课堂上成功使用数字媒体的条件（N = 1,206 名学生及其家长）。结果显示，虽然父母的信念与学生的数字媒体自我效能感有关，但只有父母提供智能手机才能调节这种关系。调查结果表明父母对数字媒体的信念的重要性以及未来研究影响学生数字媒体自我效能的家庭因素的必要性。