Predictors of digital competence in 7th grade: a multilevel analysis

TLDR

Since 2006, ICT competence has been a core curriculum goal in Norway, yet schools still face challenges in fostering student motivation and digital inclusion. The study aimed to assess students' ICT competence relative to national aims and identify predictors of digital competence. Data were collected from 1,793 seventh‑grade students and 125 school leaders across 125 schools. Multilevel analysis revealed that student mastery orientation, self‑efficacy, family language integration, home book availability, and a school culture of professional development were significant predictors of digital competence, with notable variation across students and schools.

Abstract

Abstract Since 2006, the ability to use information and communication technology ( ICT ) has been included as a key competence in the curriculum in N orway, and specific competence aims are developed for most grades. The aim of this study was to identify students' ability to use ICT according to the competence aims, and to examine factors that can predict students' digital competence. A sample of 1793 students and 125 school leaders from 125 schools was used. The findings show variation in digital competence both between students and between schools. Results from a multilevel analysis showed that higher levels of mastery orientation and self‐efficacy (i.e., motivation) and the students' family background (i.e., language integration and the number of books at home) were predictors of students' levels of digital competence. Additionally, when school leaders reported higher levels of culture for professional development among the teachers at school, increased levels of digital competence were found among students. Challenges for schools and teachers to support students' motivation and to emphasize digital inclusion still prevail.