The effect of digital literacy levels and e-learning attitudes on screen reading self-efficacy: A structural equation modelling

Authors : Mesut YILDIRIM, Cengiz KESİK, Fatih Mehmet CİĞERCİ

Pages : 625-646

Doi:10.31681/jetol.1253186

View : 113 | Download : 46

Publication Date : 2023-09-30

Article Type : Research Paper

Abstract :In this study, it was aimed to determine the relationships between digital literacy levels, e-learning attitudes and screen reading self-efficacy of primary school teacher candidates through structural equation modeling, and to examine to what extent digital literacy levels and e-learning attitudes predict screen reading self-efficacy perceptions. The study group, which was formed by simple random sampling in the research carried out with the relational screening model, consists of 677 primary school teacher candidates. \`Digital Literacy Scale\`, \`Attitude Scale Towards E-learning\` and \`Screen Reading Self-Efficacy Perception Scale\` were used to collect data. The data were analyzed by structural equation modeling and LISREL and MPLUS package programs were used in the analysis of the data. As a result of the research, it has been determined that hypothesis models were valid and that the digital literacy levels and e-learning attitudes of the primary school teacher candidates significantly predict their screen reading self-efficacy perceptions both separately and together, and there are positive relations between the variables. In addition, while e-learning attitudes play a mediating role in the effects of digital literacy on screen reading self-efficacy perceptions of primary school teacher candidates, it is a result that digital literacy levels significantly predict screen reading self-efficacy perceptions and the relationship is positive if e-learning attitudes are considered as mediating variable.
Keywords : Digital literacy, E learning, Screen reading, Self efficacy

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