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

1,* and 2
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.
Educ. Sci. 2012, 2(1), 45-53; https://doi.org/10.3390/educ2010045
Received: 9 January 2012 / Revised: 19 February 2012 / Accepted: 22 February 2012 / Published: 5 March 2012
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PDF [198 KB, uploaded 5 March 2012]

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. View Full-Text
Keywords: digital divide; Internet access; home and school; student outcomes digital divide; Internet access; home and school; student outcomes
This is an open access article distributed under the Creative Commons Attribution License (CC BY 3.0).
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Lei, J.; Zhou, J. Digital Divide: How Do Home Internet Access and Parental Support Affect Student Outcomes? Educ. Sci. 2012, 2, 45-53.

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