Educ. Sci. 2012, 2(1), 45-53; doi:10.3390/educ2010045
Article

Digital Divide: How Do Home Internet Access and Parental Support Affect Student Outcomes?

Jing Lei 1,* email and Jingye Zhou 2 email
1 Department of Instructional Design, Development and Evaluation, Syracuse University, 336 Huntington Hall, Syracuse, NY 13244, USA 2 Department of Instructional Design, Development and Evaluation, Syracuse University, 330 Huntington Hall, Syracuse, NY 13244, USA
* Author to whom correspondence should be addressed.
Received: 9 January 2012; in revised form: 19 February 2012 / Accepted: 22 February 2012 / Published: 5 March 2012
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Abstract: This study examined the relationship between home Internet access/parental support and student outcomes. Survey data were collected from 1,576 middle school students in China. Data were analyzed using descriptive analysis, independent-samples T-test, and regression analysis. Results indicate that students who had home Internet access reported higher scores than those without home Internet on all three dimensions: Computer and Internet self-efficacy, Attitudes towards technology and Developmental outcomes. Home Internet access and parental support were significantly positively associated with technology self-efficacy, interest in technology, perceived importance of the Internet, and perceived impact of the Internet on learning. Findings from this study have significant implications for research and practice on how to narrow down the digital divide.
Keywords: digital divide; Internet access; home and school; student outcomes

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MDPI and ACS Style

Lei, J.; Zhou, J. Digital Divide: How Do Home Internet Access and Parental Support Affect Student Outcomes? Educ. Sci. 2012, 2, 45-53.

AMA Style

Lei J, Zhou J. Digital Divide: How Do Home Internet Access and Parental Support Affect Student Outcomes? Education Sciences. 2012; 2(1):45-53.

Chicago/Turabian Style

Lei, Jing; Zhou, Jingye. 2012. "Digital Divide: How Do Home Internet Access and Parental Support Affect Student Outcomes?" Educ. Sci. 2, no. 1: 45-53.

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