Unpacking the links between ICT access, ICT self-efficacy, math attitude, ESCS, and math achievement: a PISA 2022 comparison of Hong Kong, Finland, and Türkiye
Educational Technology Research and Development, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1007/s11423-026-10689-w
- Dergi Adı: Educational Technology Research and Development
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Periodicals Index Online, Agricultural & Environmental Science Database, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, MLA - Modern Language Association Database, Psycinfo, MLA International Bibliography, EBSCO Communication Source, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Communication Source (EBSCO), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Health Research Premium Collection (ProQuest), Psychology & Behavioral Sciences Collection (EBSCO), Sociology Source Ultimate (EBSCO)
- Anahtar Kelimeler: ESCS, ICT access, ICT self-efficacy, Math achievement, Math attitude, PISA
- Yozgat Bozok Üniversitesi Adresli: Evet
Özet
This study explores the interactions between the quality of ICT access, ICT self-efficacy, math attitude, and math achievement utilizing the 2022 Programme for International Student Assessment (PISA) data for Hong Kong, Finland, and Türkiye. The study sample comprises 5190 participants from Hong Kong, 10,239 from Finland, and 7250 from Türkiye. The analyses based on structural equation modeling demonstrate that in all three countries, the quality of access to ICT significantly and positively affects both ICT self-efficacy and math attitude, which in turn affects math achievement. On the other hand, the direct effect of the quality of access to ICT is negative and significant on math achievement. Additionally, the economic, social, and cultural status (ESCS) plays a notable role in shaping ICT self-efficacy, math attitude (except Türkiye), and math achievement. ICT self-efficacy and math attitude mediate the relationship between ICT access and math achievement. The results underscore the importance of ICT access in enhancing students’ ICT self-efficacy and math attitudes and ultimately contributing to improved math achievement.