Technological capital and electronic reading performance of 15-year-olds: A multi-national analysis.

摘要

The PISA 2009 international dataset included student performance data collected in nineteen countries through the ERA assessment units (Australian Council for Educational Research, 2013), and contextual data collected using the Student (OECD, 2008a) and the School Questionnaires (OECD, 2008b). Hierarchical Linear Modeling (HLM) was used to examine the relationship of Bourdieu's forms of capital (1986, 2005) and students' digital reading performance. The forms of capital examined were student economic, cultural, technological, and school technological. Findings at the student level revealed that the cultural possessions component of cultural capital had the strongest relationship with student performance, followed by the access, then the usage components of student technological capital. Student economic capital, the parental education component of student cultural capital and school technological capital had a statistically significant negative relationship with student performance. The negative relationships found for parental education and school technological capital were a result of how the variables were coded. This study concluded with a discussion of the results, the implications of the findings within the context of new literacies research, and recommendations for further research.