社会经济地位和教育不平等:数字能力通往创造性解决问题和学业成绩的途径
1Faculty of Education, Open University of China, Beijing, China.
Frontiers in psychology
|February 2, 2026
概括
社会经济地位 (SES) 影响数字参与和能力,增强创造性解决问题的技能. 教育计划应该培养数字能力,以获得更好的学术成果.
科学领域:
- 教育技术的教育技术
- 社会科学 社会科学 社会科学
- 认知心理学 认知心理学
背景情况:
- 数字沟不仅仅包括获取机会,通过能力发展影响了教育不平等.
- 社会经济优势与持续的数字参与相关,促进创造性解决问题的能力.
- 社会认知理论和数字沟框架指导着对社会经济地位 (SES) 对学生成绩的影响的审查.
研究的目的:
- 研究社会经济地位 (SES) 如何通过能力介导的途径影响学生的成绩.
- 检查数字能力在提高创造性解决问题的能力和学业成绩方面的作用.
- 了解基于SES的数字能力的不同获取.
主要方法:
- 中国的两项研究利用结构方程建模来分析能力路径.
- 研究1分析了关于SES,数字使用,数字能力和创造性解决问题的PISA数据 (N=16,148).
- 第二项研究 (N=558) 包括学术排名,以进一步评估这些关系.
主要成果:
- 更高的SES对数字使用产生了积极的影响,从而提高了数字能力和创造性解决问题的能力.
- 数字化使用直接影响了学术排名和创造性解决问题的能力.
- 数字能力有选择地增强了创造性解决问题的能力,表明了传统学术评估的局限性.
结论:
- 基于SES的资源差异导致不同的数字能力获取,在创造性解决问题方面提供累积优势.
- 这些发现支持社会认知理论,并通过阐明SES驱动的能力发展来推进数字沟理论.
- 教育机构应与家长合作,通过持续的技术参与,设计促进数字能力和更高层次认知能力的计划.
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