The present study aimed to examine the measurement invariance of the information, communication and technology (ICT) engagement questionnaire in the Programme for International Student Assessment (PISA) across countries, and further to explore the effects of ICT engagement on student literacy. The sample included 98,758 15-year-old students from 16 countries in PISA 2018. The multi-group confirmatory factor analyses results indicated that the ICT engagement questionnaire was invariant at the residual level so that meaningful cross-country comparisons can be made at the observed level. Furthermore, the multi-level model results indicated that perceived ICT autonomy was a positive predictor, while use of social media was a negative predictor of student literacy across the countries. However, the relations of interest in ICT and perceived ICT competence to student literacy were inconsistent, with some countries showing positive and linear relationships, while others negative and linear relationships.

本研究旨在检查各国国际学生评估计划（PISA）中信息，通信和技术（ICT）参与问卷的测量不变性，并进一步探讨ICT参与对学生识字率的影响。样本包括来自PISA 2018的来自16个国家的98758名15岁学生。多组验证性因素分析结果表明，ICT参与调查问卷在剩余水平上是不变的，因此可以在观察到的情况下进行有意义的跨国比较水平。此外，多层次模型结果表明，感知的ICT自主性是一个积极的预测指标，而使用社交媒体则是整个国家学生识字率的负面预测指标。然而，