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欧州委員会の DigComp に準拠した高校生版 デジタルコンピテンシー自己評価尺度の開発.

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Název: 欧州委員会の DigComp に準拠した高校生版 デジタルコンピテンシー自己評価尺度の開発. (Japanese)
Alternate Title: Development of a DigComp Compliant Digital Competency Self-Assessment Scale for High School Students. (English)
Autoři: 中植 正剛, 森山 潤
Zdroj: Transactions of Japanese Society for Information & Systems in Education; 2023, Vol. 40 Issue 4, p281-294, 14p
Témata: HIGH school students, INFORMATION literacy, CONFIRMATORY factor analysis, INFORMATION society, TEST validity, SELF-evaluation
Geografický termín: JAPAN
Korporace: EUROPEAN Commission
Abstrakt: This study developed a scale to enable high school students to self-assess their digital competencies, which are essential in the information society. The scale was constructed by referring to the European Commission's DigComp framework and DigCompSAT, and by focusing on the missing concepts and elements in Japan's Joho-Katsuyo-Noryoku (information literacy). A study of 732 high school students was conducted using the scale. The confirmatory factor analysis demonstrated a good fit for a bifactor model consisting of group factors corresponding to the five areas of DigComp, which confirmed the construct validity. The model was also maintained in the 20-item scale, which was condensed from the initial 82 items. The model showed an acceptable level of internal consistency by omega, and group discrimination validity was confirmed by using IC3 as an external criterion. Therefore, we concluded that the high school student version of the digital competency self-assessment scale is generally valid. [ABSTRACT FROM AUTHOR]
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Databáze: Complementary Index
Popis
Abstrakt:This study developed a scale to enable high school students to self-assess their digital competencies, which are essential in the information society. The scale was constructed by referring to the European Commission's DigComp framework and DigCompSAT, and by focusing on the missing concepts and elements in Japan's Joho-Katsuyo-Noryoku (information literacy). A study of 732 high school students was conducted using the scale. The confirmatory factor analysis demonstrated a good fit for a bifactor model consisting of group factors corresponding to the five areas of DigComp, which confirmed the construct validity. The model was also maintained in the 20-item scale, which was condensed from the initial 82 items. The model showed an acceptable level of internal consistency by omega, and group discrimination validity was confirmed by using IC3 as an external criterion. Therefore, we concluded that the high school student version of the digital competency self-assessment scale is generally valid. [ABSTRACT FROM AUTHOR]
ISSN:13414135