Conceptualizing and Testing a Social Cognitive Model of the Digital Divide
Conceptualizing and Testing a Social Cognitive Model of the Digital Divide
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DOI：
10.1287/isre.1090.0273
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发表时间：
2011-03-01
影响因子：
4.9
通讯作者：
Tan, Bernard C. Y.
中科院分区：
文献类型：
--
作者：
Wei, Kwok-Kee;Teo, Hock-Hai;Tan, Bernard C. Y.
十多年来，数字鸿沟一直是一个公共政策问题。然而，目前还缺乏对数字鸿沟影响的理论解释。这项研究考察了数字鸿沟的三个层面。数字获取鸿沟(一级数字鸿沟)是指家庭和学校获取信息技术(IT)的不平等。数字能力鸿沟(第二级数字鸿沟)是由于第一级数字鸿沟和其他背景因素而产生的利用信息技术的能力的不平等。数字结果鸿沟(第三级数字鸿沟)是由第二级数字鸿沟和其他背景因素引起的利用信息技术的结果(例如，学习和生产力)的不平等。在借鉴社会认知理论和计算机自我效能理论的基础上，我们构建了一个模型来说明数字获取鸿沟如何影响学生的数字能力鸿沟和数字结果鸿沟。数字接入鸿沟的重点是家庭和学校的计算机拥有率和使用率。数字能力差异和数字结果差异分别关注计算机自我效能感和学习结果。这一模型是使用从新加坡4000多名学生收集的数据进行测试的。这些结果有助于深入了解数字鸿沟三个层面之间的关系，并为数字鸿沟的影响提供理论上的解释。虽然学校的计算机环境有助于提高所有学生的计算机自我效能感，但这些因素并不能消除学生使用和不使用家用计算机之间的差距。讨论了对理论和实践的影响。
The digital divide has loomed as a public policy issue for over a decade. Yet, a theoretical account for the effects of the digital divide is currently lacking. This study examines three levels of the digital divide. The digital access divide (the first-level digital divide) is the inequality of access to information technology (IT) in homes and schools. The digital capability divide (the second-level digital divide) is the inequality of the capability to exploit IT arising from the first-level digital divide and other contextual factors. The digital outcome divide (the third-level digital divide) is the inequality of outcomes (e. g., learning and productivity) of exploiting IT arising from the second-level digital divide and other contextual factors. Drawing on social cognitive theory and computer self-efficacy literature, we developed a model to show how the digital access divide affects the digital capability divide and the digital outcome divide among students. The digital access divide focuses on computer ownership and usage in homes and schools. The digital capability divide and the digital outcome divide focus on computer self-efficacy and learning outcomes, respectively. This model was tested using data collected from over 4,000 students in Singapore. The results generate insights into the relationships among the three levels of the digital divide and provide a theoretical account for the effects of the digital divide. While school computing environments help to increase computer self-efficacy for all students, these factors do not eliminate knowledge the gap between students with and without home computers. Implications for theory and practice are discussed.