Analysis of High School Students' Digital Literacy Attitude Patterns and Relationship with Student Capabilities

Objectives The purposes of this tudy was conducted to identify the aspects of digital literacy attitudes according to various student variables of high school students in Gyeonggi Province and to explore the relationship between digital literacy attitude factors and student competency. Methods A t-test and F-test were conducted to examine the differences in digital literacy attitudes according to gender, reading amount, academic performance, study time, and electronic device usage time (for academic and career development, leisure, and social activities) among 4,981 high school students who participated in the Gyeonggi Province School Education Survey in 2022. In addition, a stepwise regression analysis was conducted to examine the influence between the sub-factors of digital literacy attitude and cognitive, social, autonomous, and core competencies. Results The results of the mean analysis showed that female students had more positive digital literacy attitudes than male students, and the higher their academic performance and the more time they spent studying, the more positive they were. In addition, when electronic devices were used for academic and career development, the more positive the digital literacy attitudes were as the usage time increased, but when they were used for leisure and social activities, the digital literacy attitudes of the group that used electronic devices were more positive than those of the group that did not use electronic devices. The results of the stepwise regression analysis showed that cognitive and autonomous competencies had a positive effect on digital literacy attitudes in the order of ‘self-effi-cacy > self-regulation > ethics’, while social competencies and core competencies had a positive effect on digital literacy attitudes in the order of ‘self-efficacy > ethics > self-regulation’. Conclusions This study is meaningful in that it is an empirical study that can contribute to deriving educational plans for forming positive digital literacy attitudes in high school students, but follow-up studies are needed to generalize the results.