Non-cognitive skills and social gaps in digital skills: Evidence from ICILS 2018
Using data from the 2018 round of the International Computer and Literacy Survey (ICILS), this study looks at the effect of non-cognitive skills (e.g., motivation, ambition, and conscientiousness) on digital competences as measured by the Computer and Information Literacy (CIL) test score. Non-cogni...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universidad Loyola Andalucía |
| Repositorio: | Brújula |
| OAI Identifier: | oai:repositorio.uloyola.es:20.500.12412/6917 |
| Acceso en línea: | https://hdl.handle.net/20.500.12412/6917 |
| Access Level: | acceso abierto |
| Palabra clave: | Computer and Information Literacy (CIL) ICILS 2018 Non-cognitive skills Gender Socioeconomic Native-immigrant gaps in CIL |
| Sumario: | Using data from the 2018 round of the International Computer and Literacy Survey (ICILS), this study looks at the effect of non-cognitive skills (e.g., motivation, ambition, and conscientiousness) on digital competences as measured by the Computer and Information Literacy (CIL) test score. Non-cognitive skills may be especially important in low-stakes tests such as ICILS, where students face no consequences — positive or negative — as a result of their performance. The empirical results show that several non-self-reported measures acting as proxies for non-cognitive skills are significant determinants of CIL test scores. Furthermore, the findings point at differences in non-cognitive skills across gender, immigrant background, and socioeconomic status. This suggests that one should be cautious when inferring about inequality in digital competences along these dimensions using low-stakes test scores, and underscores the importance of controlling for non-cognitive skills. |
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