Digital Divide: How Do Home Internet Access and Parental Support Affect Student Outcomes?

Jing Lei · Jingye Zhou

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Gender and Technology in Education Parental Involvement in Education Educational Innovations and Technology

Abstract

This study examined the relationship between home Internet access/parental support and student outcomes. Survey data were collected from 1,576 middle school students in China. Data were analyzed using descriptive analysis, independent-samples T-test, and regression analysis. Results indicate that students who had home Internet access reported higher scores than those without home Internet on all three dimensions: Computer and Internet self-efficacy, Attitudes towards technology and Developmental outcomes. Home Internet access and parental support were significantly positively associated with technology self-efficacy, interest in technology, perceived importance of the Internet, and perceived impact of the Internet on learning. Findings from this study have significant implications for research and practice on how to narrow down the digital divide.

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2003Technology and social inclusion: rethinking the digital divide 2005The Role of Motivation, Parental Support, and Peer Support in the Academic Success of Ethnic Minority First-Generation College Students 2004The internet for empowerment of minority and marginalized users 2006Does home internet use influence the academic performance of low-income children?2006Parenting the Internet 2006Internet Access in U.S. Public Schools and Classrooms: 1994-2005. Highlights. NCES 2007-020.2008Examining the digital divide in K-12 public schools: Four-year trends for supporting ICT literacy in Florida 2004New technologies, new differences. Gender and ethnic differences in pupils' use of ICT in primary and secondary education

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2020The educational value of internet use in the home for school children: A systematic review of literature 2014The benefits and dangers of flow experience in high school students’ internet usage: The role of parental support

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