Examining the relationship of information and communication technologies use and reading literacy: a moderated-mediation analysis of metacognition across information and communication technologies use intensity

HIGHLIGHTS

SUMMARY

Metacognition is a malleable variable, which can be enhanced through teaching and supportive classroom practices (Brozo and Simpson, 2007; Guthrie et_al, 2013). On one hand, this study attempts to confirm that student ICT use intensity moderates the links of three types of ICT use and their reading literacy, which will make up for the limited literature on the analysis of ICT use intensity`s impact on the relationship between student ICT use and reading literacy. Regarding the relationship between ICT use for schoolwork both at home and school, mainly negative effects were found based . . .

 



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