Modelos de mediación sociofamiliares en el desarrollo  de la competencia digital

Sonia Casillas-Martín; Marcos Cabezas-González; Ana García-Valcárcel Muñoz-Repiso; Verónica Basilotta-Gómez-Pablos

doi:10.24320/redie.2021.23.e26.3839

Authors

Sonia Casillas-Martín Universidad de Salamanca https://orcid.org/0000-0001-5304-534X
Marcos Cabezas-González Universidad de Salamanca http://orcid.org/0000-0002-3743-5839
Ana García-Valcárcel Muñoz-Repiso Universidad de Salamanca https://orcid.org/0000-0003-0463-0192
Verónica Basilotta-Gómez-Pablos Universidad a Distancia de Madrid https://orcid.org/0000-0003-1976-4548

DOI:

https://doi.org/10.24320/redie.2021.23.e26.3839

Keywords:

digital skills, educational technology, communication technology, basic education

Supporting Agencies:

Ministerio de Economía y Competitividad del gobierno de España (EVADISO, EDU2015-67975-C3-3-P, MINECO/FEDER)

Abstract

This study proposes mediation models to explain the influence of socio-familial variables in evaluating digital competence in communication and collaboration among Spanish students in compulsory education (ESO; 12-16 years of age). A non-experimental quantitative methodology was employed, within an explanatory, cross-sectional design, with a sample of 609 students from 18 schools, selected by stratified random sampling. Data was collected using an objective assessment test of knowledge and skills, and a Likert scale for attitudes. Regression analyses were performed by creating theoretical reference models with bootstrapping. The results show, through different models, the influence of socio-familial variables in acquiring and developing digital competence.

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