Relationship between Mastery Goal Orientation and ICT Use Outside School: Moderation Role of ICT Self-efficacy
Bibliographic record
Abstract
During the Covid-19 pandemic, the role of learning outside of school has become increasingly important due to the extensive closures of schools. Using of Information and communication technology (ICT) can be an effective way to promote students' learning outcomes when they stay at home. The achievement goal theory emphasizes the importance of mastery goal orientation in students' self-regulated learning. To date, little is known about the effect of goal orientation on stduents' using of ICT outside of school for school work. Besides, their ICT self-efficacy is another important factor in using of ICT. Thus, the present study investigated the relationship among these factors by using PISA 2018 cycle data in the US. Results showed that students' mastery goal orientation and ICT self-efficacy significantly influence using of ICT outside school for schoolwork. ICT self-efficacy also moderated the relationship between students' mastery goal orientation and using of ICT outside school for schoolwork.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".