UM  > Faculty of Education
Online Reading Activities and ICT Use as Mediating Variables in Explaining the Gender Difference in Digital Reading Literacy: Comparing Hong Kong and Korea
Kwok-cheung Cheung; Soi-kei Mak; Pou-seong Sit
2013-11
Source PublicationAsia-Pacific Education Researcher
ISSN0119-5646
Volume22Issue:4Pages:709-720
Abstract

Using data drawn from the OECD's Program for International Student Assessment (PISA) conducted in 2009, the present study sought to examine the mediating effects of three kinds of variables in order to account for the relationships between gender and the digital reading performance of students. The three kinds of variables are (1) online reading activities, (2) information and communication technology (ICT) use at school, and (3) ICT use at home, for schoolwork and for leisure. Economic, social, and cultural status and the student's print reading literacy performance served as control variables in the mediation analyses. Because Korea and Hong Kong were both high-performing economies in PISA 2009, the underlying ICT-related mechanisms unveiled in the mediation analyses can show educational practitioners why, from a comparative education perspective, the digital reading gender gap that favors females is substantially smaller than that seen in print reading. The two key findings are as follows. First, the observed gender difference in digital reading performance favoring females in Hong Kong can be attributed to gender differences in the students' engagement in online reading activities and their ICT use at home for leisure. Second, the observed gender difference in digital reading literacy performance favoring females in Korea can be attributed to gender difference in the ICT use of students at home for leisure, but not students' engagement in online reading activities. The present study highlights the importance of guidance and counseling regarding the ICT use of students at home for leisure.

KeywordDigital Reading Literacy Gender Difference Mediating Effects Pisa
DOI10.1007/s40299-013-0077-x
URLView the original
Indexed BySSCI ; SSCI
Language英語English
WOS Research AreaEducation & Educational Research
WOS SubjectEducation & Educational Research
WOS IDWOS:000325714000034
Fulltext Access
Citation statistics
Cited Times [WOS]:6   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorKwok-cheung Cheung
AffiliationUniversity of Macau,Macao,Macao
First Author AffilicationUniversity of Macau
Corresponding Author AffilicationUniversity of Macau
Recommended Citation
GB/T 7714
Kwok-cheung Cheung,Soi-kei Mak,Pou-seong Sit. Online Reading Activities and ICT Use as Mediating Variables in Explaining the Gender Difference in Digital Reading Literacy: Comparing Hong Kong and Korea[J]. Asia-Pacific Education Researcher,2013,22(4):709-720.
APA Kwok-cheung Cheung,Soi-kei Mak,&Pou-seong Sit.(2013).Online Reading Activities and ICT Use as Mediating Variables in Explaining the Gender Difference in Digital Reading Literacy: Comparing Hong Kong and Korea.Asia-Pacific Education Researcher,22(4),709-720.
MLA Kwok-cheung Cheung,et al."Online Reading Activities and ICT Use as Mediating Variables in Explaining the Gender Difference in Digital Reading Literacy: Comparing Hong Kong and Korea".Asia-Pacific Education Researcher 22.4(2013):709-720.
Files in This Item:
There are no files associated with this item.
Related Services
Recommend this item
Bookmark
Usage statistics
Export to Endnote
Google Scholar
Similar articles in Google Scholar
[Kwok-cheung Cheung]'s Articles
[Soi-kei Mak]'s Articles
[Pou-seong Sit]'s Articles
Baidu academic
Similar articles in Baidu academic
[Kwok-cheung Cheung]'s Articles
[Soi-kei Mak]'s Articles
[Pou-seong Sit]'s Articles
Bing Scholar
Similar articles in Bing Scholar
[Kwok-cheung Cheung]'s Articles
[Soi-kei Mak]'s Articles
[Pou-seong Sit]'s Articles
Terms of Use
No data!
Social Bookmark/Share
All comments (0)
No comment.
 

Items in the repository are protected by copyright, with all rights reserved, unless otherwise indicated.