The relational model for digital literacy and technophilia with the mediating role of technological attitude and computer self-efficacy in high school students

Document Type : Research Paper

Authors

1 Assistant Professor, Educational Sciences Department, Payam-e Noor University, Tehran, Iran

2 Associate Professor, Educational Sciences Department, Payam-e Noor University, Tehran, Iran

Abstract

The study aims to develop a relational model for digital literacy and technophilia with the mediating role of technological attitude and computer self-efficacy in senior high school students in the city of Eghlid in the scholastic year 2023-2024.  Simple random sampling was used to select 320 participants. Data for this descriptive correlational study were collected using the digital literacy scale developed by Rodriguez et al. (2016), technophilia scale developed by Martinez-Corcolez et al. (2017), technological attitude scale developed by Liou and Kuo (2014), and computer self-efficacy scale developed by Murphy, Coover, and Owen (1989). Path analysis showed that digital literacy has a direct positive effect on technological attitude, computer self-efficacy, and technophilia; technological attitude and computer self-efficacy has a direct positive effect on technophilia, and digital literacy has an indirect positive effect on technophilia with the mediating role of technological attitude and computer self-efficacy.
Introduction
Technophilia is defined as a strong, positive attraction to technology (Abbasi and Tabatabaei-Yazd, 2021). The term is used to underscore how technology can evoke strong, positive feelings for the future (Samir et al., 2023).
Few researchers have examined technophilia and its relationship with other variables. Hamad et al. (2021) found a significant relationship between the level of digital skills, digital literacy, and acceptance and tendency towards technology. Digital technology encompasses a range of literacies, including media literacy, computer literacy, information and internet literacy, and digital literacy. The manner in which people engage with technology is influenced by their attitude towards the use of technology in education (Tondeur, 2018). The significance of this attitude in accepting technology has been emphasized as an element of technology acceptance model (TAM) or an integrated technology acceptance model and application (Buabeng-Andoh and Baa, 2020).
Self-efficacy can also be a significant factor in learning computer skills. Today, self-efficacy is cited as the central variable in studies on technology (Johnson, Thatcher, and Gerow, 2017). Therefore, technophilia and enthusiasm for knowledge can be a key issue today. Examining the factors influencing it can pave the way to finding solutions for many educational issues. The present study aims to answer the question “Do technological attitude and computer self-efficacy play a mediating role in the relationship between digital literacy and technophilia?”
Methodology
This is a descriptive-correlational study based on structural equation modeling (SEM) for data collection and applied in terms of purpose. The statistical population included all second-year high school students in Eghlid during the scholastic year 2023-2024. Simple random sampling and Cochran's formula was used to select 320 participants. Data were collected using the digital literacy scale developed by Rodriguez et al. (2016), technophilia scale developed by Martinez-Corcolez et al. (2017), technological attitude scale developed by Liou and Kuo (2014), and computer self-efficacy scale developed by Murphy, Coover, and Owen (1989).
Results
Among the study variables, the strongest relationship was found between technophilia and technological attitude (0.43), and the poorest relationship between technophilia and digital literacy (0.32), with a significance level of 0.01. Among the endogenous variables of the study, computer self-efficacy (0.40) had the lowest correlation coefficient, and technological attitude (0.43) had the highest correlation coefficient for technophilia, with a significance level of 0.01.
The direct, indirect, and total effect coefficients are shown in Table 2.
Digital literacy had the strongest direct effect on computer self-efficacy (0.34), while it had the lowest direct effect on technophilia (0.10). Technological attitude (0.30) had the strongest direct effect on technophilia. The only indirect effect pertained to digital literacy on technophilia (0.17). Finally, the strongest total effect was found for the effect of digital literacy on computer self-efficacy (0.34), and the lowest total effect was found for the effect of digital literacy on technophilia (0.10), all with a significance level of 0.01.
The fitted research model is shown in Figure 1.
Discussion and conclusion
The study aimed to develop a relational model for digital literacy and technophilia with the mediating role of technological attitude and computer self-efficacy in senior high school students in the city of Eghlid. Findings show that technological attitude and computer self-efficacy have a direct positive effect on technophilia, but despite its influential effect, digital literacy does not have a direct effect due to parents’ technophobia and the pressure not to use technology due to their risk perception. However, it has an indirect effect on technophilia with the mediating role of technological attitude and computer self-efficacy. High school students use technology because of environmental influences, and the knowledge and skill gradually lead to a positive attitude towards technology and technophilia.

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Main Subjects

References

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