The increasing importance of digital reading and the prevalence of social media among adolescents necessitate further investigations into the effects of social media on the development of students' digital reading proficiency, which could foster proper behavior and attitudes regarding social media and help narrow achievement gaps in reading education. Thus, this study aimed to investigate the effects of information and communication technology (ICT)-based social media factors, categorized into use and attitudinal factors, on adolescents' digital reading performance and to capture the trajectory of the impacts on generations of adolescents over nine years. Data from 767,511 15-year-old students from 57 countries/regions in total were extracted from the four cycles of the Programme for International Student Assessment (PISA) database, i.e., PISA 2009, PISA 2012, PISA 2015 and PISA 2018. Hierarchical linear models were constructed to investigate significant student-, school- and country-level factors. The findings indicated that a) the effects of ICT-based social media use outside of school varied across different purposes and types of use and the influential patterns remained relatively unchanged; b) students’ use of ICT-based social media at school was negatively correlated with digital reading performance in general from PISA 2009 to PISA 2018; and c) students with positive attitudes towards ICT-based social media performed better on the digital reading assessment than those with negative attitudes.

数字阅读的重要性日益增加以及社交媒体在青少年中的流行需要进一步调查社交媒体对学生数字阅读能力发展的影响，这可以培养对社交媒体的正确行为和态度，并有助于缩小阅读成绩差距教育。因此，本研究旨在调查基于信息和通信技术 (ICT) 的社交媒体因素（分为使用因素和态度因素）对青少年数字阅读表现的影响，并捕捉对九岁以上青少年的影响轨迹。年。从国际学生评估计划（PISA）数据库的四个周期中提取了来自57个国家/地区的767,511名15岁学生的数据，即，PISA 2009、PISA 2012、PISA 2015 和 PISA 2018。构建了分层线性模型来调查重要的学生、学校和国家层面的因素。调查结果表明：a) 校外基于 ICT 的社交媒体使用的影响因使用目的和使用类型不同而不同，影响模式保持相对不变；b) 从 PISA 2009 到 PISA 2018，学生在学校使用基于 ICT 的社交媒体与总体数字阅读表现呈负相关；c) 对基于 ICT 的社交媒体持积极态度的学生在数字阅读评估中的表现优于态度消极的学生。调查结果表明：a) 校外基于 ICT 的社交媒体使用的影响因使用目的和使用类型不同而不同，影响模式保持相对不变；b) 从 PISA 2009 到 PISA 2018，学生在学校使用基于 ICT 的社交媒体与总体数字阅读表现呈负相关；c) 对基于 ICT 的社交媒体持积极态度的学生在数字阅读评估中的表现优于态度消极的学生。调查结果表明：a) 校外基于 ICT 的社交媒体使用的影响因使用目的和使用类型不同而不同，影响模式保持相对不变；b) 从 PISA 2009 到 PISA 2018，学生在学校使用基于 ICT 的社交媒体与总体数字阅读表现呈负相关；c) 对基于 ICT 的社交媒体持积极态度的学生在数字阅读评估中的表现优于态度消极的学生。