Best of Germany: How Are Students’ Digital Media Behaviour and Self-Efficacy Related to Academic Achievement?
Marina Isabel Pumptow, Taiga Brahm, Eberhard Karls Universität Tübingen, Germany
EdMedia + Innovate Learning, in Amsterdam, Netherlands ISBN 978-1-939797-42-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Research suggests a link between students’ social background, e.g. parents’ educational background, academic self-efficacy expectations and study behaviour. Often, lower academic achievement is expected of those students’ whose parents are characterized by lower educational background. Although digital media are prevalent in several areas of everyday life, their relevance for academic achievement is not satisfactorily explored. Furthermore, it remains largely unknown in this context whether media usage is related to social background factors. In consequence, it is important to investigate if existing inequalities in higher education are stable, further enhanced or even reduced by means of “digitalisation”. The present study aims at analysing the connection of individual, contextual as well as social background factors, with a special focus on academic and digital media self-efficacy expectations. Data was collected at four German universities in summer 2018 (n = 2039). Results give first insights into the relations and emphasizes the importance of further research on this topic.
Pumptow, M.I. & Brahm, T. (2019). Best of Germany: How Are Students’ Digital Media Behaviour and Self-Efficacy Related to Academic Achievement?. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 121-131). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).
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