The Impact of Household Digital Resources Investment on Student Performance: An Empirical Study Based on CEPS2013-2014 Data
The popularity of home digital resources (e.g., computers, Internet) in education has sparked debates about their impact on student achievement. Family socioeconomic status, parental education/occupation, and income indirectly affect performance by influencing resource access (e.g., tutoring, digital devices). This study uses generalized ordered Logit, ordered Logit, and ordered Probit models to analyze 2013-2014 CEPS baseline data of 15,925 students, examining how family digital resources affect grades. Controls include household registration, nationality, study pressure, and parental education/occupation. Interaction terms, square terms, and marginal effect analysis test nonlinearities and population differences, exploring mechanisms and moderators to inform resource allocation and policy. Literature shows: Cabero-Almenara linked stronger digital competence to better performance, shaped by resource use, preparation, and parental education; Hammer found parents influence students’ digital self-efficacy, with smartphones mediating learning tech use; Rohatgi noted basic ICT self-efficacy boosts literacy across genders; Zhong’s PISA study highlighted school ICT access, spending, home access, SES, and gender; Wellman found internet supplements communication but heavy use reduces community commitment. Digital competence, parental support, self-efficacy, and equitable access mediate internet’s academic impact.
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