The relation between teachers’ emphasis on the development of students’ digital information and communication skills and computer self-efficacy: the moderating roles of age and gender

Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 5 Regression models testing the moderation effects of teachers’ age on the relation between TEDDICS and CSE

	TEDDICS factors (dependent variables)
Predictors	Accessing digital information	Evaluating digital information	Sharing & communicating digital information
Estimate and 95 % CI
Computer self-efficacy: basic operational skills
Age	−.034 [−.240, .172]	−.167 [−.407, .073]	−.147 [−.377, .084]
CSE	.342 [−.704, 1.387]	.220 [−.385, .825]	.287 [−.005, .578]
Age × CSE	.270 [−.825, 1.365]	.196 [−.274, .665]	.038 [−.217, .294]
Computer self-efficacy: advanced operational and collaboration skills
Age	.044 [−.180, .268]	−.078 [−.363, .207]	−.036 [−.253, .182]
CSE	.244 [.115, .372]	.313 [.113, .513]	.397 [.249, .544]
Age × CSE	.167 [.037, .296]	.169 [−.099, .437]	.191 [.026, .356]
Computer self-efficacy: instructional purposes
Age	.012 [−.188, .211]	−.100 [−.353, .153]	−.105 [−.310, .100]
CSE	.273 [.146, .399]	.352 [.136, .568]	.360 [.255, .465]
Age × CSE	.101 [−.025, .227]	.065 [−.074, .205]	.082 [−.005, .168]

The table shows the unstandardized regression coefficients and their 95 % confidence intervals. Statistically significant coefficients are written in italics figures