Previous research on the relationship between students’ home and school Information and Communication Technology (ICT) resources and academic performance has shown ambiguous results. The availability of ICT resources at school has been found to be unrelated or negatively related to academic performance, whereas the availability of ICT resources at home has been found to be both positively and negatively related to academic performance. In addition, the frequency of use of ICT is related to students’ academic achievement. This relationship has been found to be negative for ICT use at school, however, for ICT use at home the literature on the relationship with academic performance is again ambiguous. In addition to ICT availability and ICT use, students’ attitudes towards ICT have also been found to play a role in student performance. In the present study, we examine how availability of ICT resources, students’ use of those resources (at school, outside school for schoolwork, outside school for leisure), and students’ attitudes toward ICT (interest in ICT, perceived ICT competence, perceived ICT autonomy) relate to individual differences in performance on a digital assessment of reading in one comprehensive model using the Dutch PISA 2015 sample of 5183 15-year-olds (49.2% male). Student gender and students’ economic, social, and cultural status accounted for a substantial part of the variation in digitally assessed reading performance. Controlling for these relationships, results indicated that students with moderate access to ICT resources, moderate use of ICT at school or outside school for schoolwork, and moderate interest in ICT had the highest digitally assessed reading performance. In contrast, students who reported moderate competence in ICT had the lowest digitally assessed reading performance. In addition, frequent use of ICT outside school for leisure was negatively related to digitally assessed reading performance, whereas perceived autonomy was positively related. Taken together, the findings suggest that excessive access to ICT resources, excessive use of ICT, and excessive interest in ICT is associated with lower digitally assessed reading performance.

中文翻译：

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一切适中：ICT和荷兰15岁以下儿童的阅读表现

先前有关学生家庭和学校信息与通信技术（ICT）资源与学习成绩之间关系的研究显示出模糊的结果。已发现学校中ICT资源的可用性与学业成绩无关或负相关，而在家中ICT资源的可用性则与学业成绩正相关和负相关。此外，信息通信技术的使用频率与学生的学业成绩有关。已经发现这种关系不利于学校中的ICT使用，但是，对于家庭中的ICT使用而言，关于与学业成绩之间关系的文献再次是模棱两可的。除了信息通信技术的可用性和信息通信技术的使用以外，还发现学生对信息通信技术的态度在学生的表现中也起着作用。在本研究中，我们研究了ICT资源的可用性，学生对这些资源的使用（在学校，校外学习，休闲学校）以及学生对ICT的态度（对ICT的兴趣，感知的ICT能力， （ICT自主权）与荷兰综合评估（PISA）2015年样本中5183位15岁（男性占49.2％）的数字综合阅读评估中的表现差异有关。学生的性别以及学生的经济，社会和文化地位是数字评估阅读表现差异的很大一部分。控制了这些关系后，结果表明，学生可以适度使用ICT资源，在学校或校外适度使用ICT进行学业，对ICT的兴趣中等，其数字评估的阅读性能最高。相比之下，报告了ICT能力中等的学生的数字评估阅读性能最低。此外，在校外经常使用ICT进行休闲活动与数字评估的阅读表现负相关，而感知的自主性则正相关。综上所述，研究结果表明，过度使用ICT资源，过度使用ICT以及对ICT的过度兴趣与较低的数字评估阅读性能有关。而知觉的自治是正相关的。综上所述，研究结果表明，过度使用ICT资源，过度使用ICT以及对ICT的过度兴趣与较低的数字评估阅读性能有关。而知觉的自治是正相关的。综上所述，研究结果表明，过度使用ICT资源，过度使用ICT以及对ICT的过度兴趣与较低的数字评估阅读性能有关。