The relationship between differences in students’ computer and information literacy and response times: an analysis of IEA-ICILS data

Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 9 Time-on-task effects regarding students’ background characteristics in the Czech Republic, Denmark and Germany

Student background characteristics	Time-on-task effects in the countries
Student background characteristics	Czech Republic	Denmark^a	Germany^b
Gender
Girls	Negative*	Negative	Negative*
Boys	Negative*	Negative	Negative
Socioeconomic background (books at home)
Lower cultural capital	Negative*	Negative	Negative
Higher cultural capital	Negative*	Negative	Negative*
Parental occupation (hisei)
Low occupational status (less than 40 points)	Negative*	Negative	Negative*
Medium occupational status (40 to 59 points)	Negative*	Negative	Negative
High occupational status (60 points or more)	Negative	Positive	Negative
Language spoken at home
Test language	Negative*	Negative	Negative*
Other language	Negative	Negative	Negative
Immigrant background
No parent born abroad	Negative*	Negative	Negative
One parent born abroad	Negative	Negative	Negative
Both parents born abroad	Negative	Positive	Negative*

*Significant (p < 0.05)
^aDid not meet sample requirements
^b “Met guidelines for sampling participation rates only after replacement schools were included” (Fraillon et al. 2014, S. 112)