Everything in moderation: ICT and reading performance of Dutch 15-year-olds

Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 3 Standardized and unstandardized coefficients of ICT resources, use, and attitudes on digitally assessed reading performance

Intercept	Step 1			Step 2
	b	SE	β	b	SE	β
	532.13	6.79	− .02	552.18	7.58	− .02
Student background
Gender (ref: girls)	− 21.45	3.33	− .11	− 20.29	4.51	− .10
ESCS	43.81	3.13	.34	43.88	3.76	.34
ICT resources				− 5.41	3.97	− .03
Quadratic				− 3.88	1.60	− .07
ICT use
At school in general				− 5.57	4.23	− .04
Quadratic				− 7.30	1.78	− .11
Outside school for schoolwork				5.64	3.55	.04
Quadratic				− 7.29	1.37	− .12
Outside school for leisure				− 7.20	3.28	− .05
Quadratic				.73	1.10	.01
ICT attitudes
Interest				14.85	2.38	.13
Quadratic				− 7.91	1.18	− .12
Perceived competence				.98	3.03	.01
Quadratic				3.21	2.28	.04
Perceived autonomy				10.19	2.93	.09
Quadratic				− 3.48	1.86	− .04
R²	.13	.02		.22	.02

Significant regression coefficients (p ≤ .05) are in italics. Results of the full model before adding the quadratic terms are presented in Appendix