Purpose

Despite the ever-increasing importance of cultivating information, communication and technology literacy skills among college students, they have yet to be related to comprehensive measuring instruments. A glance at the empirical literature reveals that most pertinent scales have been confined to measuring Internet literacy skills, whereas educators in the 21st century advocate an inclusive conceptualization of ICT literacy. Such a comprehensive conceptualization embodies technical, critical, cognitive and emotional competencies. Additionally, more empirical evidence is needed to indicate gaps in testing measurement invariance of ICT literacy scales across genders or cultures. To that end, the current study aims to adapt and cross-validate an ICT literacy self-efficacy scale across gender by testing the measurement invariance using a multiple-sampling confirmatory factor analysis (MCFA). Furthermore, the current study aims to verify the ICT literacy self-efficacy scale's psychometric properties to establish its construct validity and understand the scale's underlying factorial structure.

Design/methodology/approach

The current study has administered the scale to a cross-sectional sample of 3560 undergraduate students enrolled in six universities in the Sultanate of Oman.

Findings

The results have revealed that the ICT literacy self-efficacy exhibits satisfactory indices of construct validity. On the other hand, the results of MCFA demonstrate that the differences in the goodness of fit indices between the nested models and the baseline model were below the cut-off criterion of 0.01, indicating invariance. Therefore, the scale has proved to be amenable for comparing genders on their ICT literacy self-efficacy using an one-way multivariate analysis of variance.

Originality/value

The study has several implications for research and pedagogical practices. The study provides empirical evidence for establishing ICT literacy self-efficacy as a distinct high-domain construct of task-specific self-efficacy beliefs.

中文翻译：

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检查跨性别 ICT 素养自我效能量表的测量不变性：一项比较研究

目的

尽管培养大学生的信息、沟通和技术素养技能越来越重要，但它们尚未与综合测量仪器联系起来。浏览一下实证文献就会发现，大多数相关量表仅限于衡量互联网素养技能，而 21 世纪的教育工作者则提倡对 ICT 素养进行包容性概念化。这种全面的概念化体现了技术、批判、认知和情感能力。此外，需要更多的经验证据来表明在测试跨性别或文化的 ICT 素养量表的测量不变性方面存在差距。为此，本研究旨在通过使用多重采样验证性因子分析 (MCFA) 测试测量不变性，来调整和交叉验证跨性别的 ICT 素养自我效能感量表。此外，本研究旨在验证 ICT 素养自我效能量表的心理测量特性，以确定其结构有效性并了解该量表的潜在因子结构。

设计/方法论/途径

目前的研究对阿曼苏丹国六所大学就读的 3560 名本科生进行了横断面抽样调查。

发现

结果表明，ICT素养自我效能表现出令人满意的结构效度指数。另一方面，MCFA的结果表明，嵌套模型和基线模型之间的拟合优度指数差异低于0.01的截止标准，表明具有不变性。因此，事实证明，该量表适合使用单向多元方差分析来比较性别的 ICT 素养自我效能感。

原创性/价值

这项研究对研究和教学实践有多种影响。该研究为将信息通信技术素养自我效能感确立为特定任务自我效能感信念的独特高域结构提供了经验证据。