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.

本研究从跨文化比较的角度探讨了社交媒体 (SM) 的使用如何影响青少年的数字阅读素养 (DRL)，以及这两个因素的关系是否受自我调节学习的调节：即元认知知识策略、阅读乐趣和阅读自我概念。对多个中介模型进行了测试，样本数据涉及 6 个东亚地区和 9 个西方国家的 3693 所学校的 105,430 名 15 岁学生，这些学生参加了 2018 年国际学生评估计划 (PISA)。结果表明频繁使用SM对青少年的DRL没有任何直接的不利影响；事实上，在许多国家/地区都观察到了微小的积极影响。SM 使用和 DRL 之间的关系受元认知策略知识的正向中介作用，但不受阅读乐趣的中介作用。在东部地区，SM 使用通过阅读自我概念对 DRL 没有任何显着的间接影响，但在大多数西方国家，观察到了积极的间接影响。