ICT Engagement: a new construct and its assessment in PISA 2015

Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 6 Correlations between ICT Engagement scales, ICT Usage, and competencies in PISA for Switzerland and Germany

	Plausible value in reading	Plausible value in mathematics	Plausible value in science
ICT Engagement
ICT interest	.08/.09	.09/.08	.08/.09
ICT competence	.04/.05	.12/.09	.10/.10
ICT autonomy	.07/.14	.17/.19	.13/.22
ICT as a topic in social interaction	− .20/− .12	− .06/− .03	− .11/− .03
ICT usage outside of school
Entertainment	− .12/− .12	.02/− .04	− .03/− .07
Practical usage	.12/.05	.14/.07	.13/.08
School-or-learning-related	− .21/− .15	− .15/− .15	− .19/− .17
ICT usage at school	− .20/− .27	− .13/− .23	− .18/− .24

The coefficients in front of the forward slash refer to values for the Swiss sample, whereas the values after the forward slash refer to the results for the German sample. These values represent averaged results for the SEMs with five plausible values for the certain domain. Numbers printed in italics represent non-significant correlations (for at least two out of five plausible values for the certain domain)