Conceptualizing and Testing a Social Cognitive Model of the Digital Divide

IF 5 3区 管理学 Q1 INFORMATION SCIENCE & LIBRARY SCIENCE Information Systems Research Pub Date : 2011-03-01 DOI:10.1287/isre.1090.0273
K. Wei, H. Teo, H. Chan, B. Tan
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引用次数: 350

Abstract

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.
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数字鸿沟的社会认知模型的概念化与检验
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。本研究考察了数字鸿沟的三个层次。数字接入鸿沟(第一级数字鸿沟)是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)是由第一级数字鸿沟和其他背景因素引起的利用IT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IT的结果(例如,学习和生产力)的不平等。利用社会认知理论和计算机自我效能文献,我们开发了一个模型来显示数字访问鸿沟如何影响学生的数字能力鸿沟和数字结果鸿沟。数字接入的鸿沟主要集中在家庭和学校的电脑所有权和使用上。数字能力分水岭和数字结果分水岭分别关注计算机自我效能感和学习结果。该模型使用从新加坡4,000多名学生收集的数据进行了测试。研究结果揭示了数字鸿沟三个层次之间的关系,并为数字鸿沟的影响提供了理论解释。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有和没有家用计算机的学生之间的知识差距。讨论了理论和实践意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
9.10
自引率
8.20%
发文量
120
期刊介绍: ISR (Information Systems Research) is a journal of INFORMS, the Institute for Operations Research and the Management Sciences. Information Systems Research is a leading international journal of theory, research, and intellectual development, focused on information systems in organizations, institutions, the economy, and society.
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