Exploring factors related to primary school pupils’ ICT self-efficacy: A multilevel approach

Abstract

The aim of this study was to identify factors that are related to pupils’ ICT self-efficacy. More specifically, a multilayered framework was used to identify which pupil, classroom and school level factors are associated with primary school pupils’ self-perceived competence in digital information processing and communication. Information on pupils’ ICT self-efficacy and the pupil level factors was gathered through a questionnaire administered to 2421 sixth grade pupils (and their parents) in 92 Flemish primary schools. A questionnaire was also administered to the teachers (n = 141) and the schools’ ICT coordinators (n = 86) in order to gather information on classroom and school level factors. The results of the multilevel analysis indicate that ICT self-efficacy can be considered as a pupil, rather than a class or school, phenomenon. The results indicate that the pupil level factors ICT experience, ICT attitude, parental ICT attitude, controlling learning style, analytic intelligence and amotivation, are related to primary school pupils’ ICT self-efficacy.

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