Measurement invariance and latent mean differences of the digital native assessment scale across Chinese mainland, Macau, and Taiwan: an exploratory structural equation modeling approach

中国大陆 大陆 结构方程建模 比例(比率) 概化理论 心理学 绘图 社会心理学 统计 数学 地理 中国 计算机科学 地图学 考古 计算机图形学(图像)
作者
Timothy Teo,Fang Huang,Jinbo He
出处
期刊:Interactive Learning Environments [Taylor & Francis]
卷期号:: 1-13 被引量:4
标识
DOI:10.1080/10494820.2022.2137528
摘要

Given the lack of cultural consideration of studies on digital natives, this study reports on a large-scale validation of the Digital Native Assessment Scale (DNAS) among university students from three regions of Greater China: Chinese mainland, Macau, and Taiwan, to examine measurement invariance and latent mean differences in the four constructs of the DNAS, grew up with technology, comfortable with multitasking, reliant on graphics for communication, and thrive on instant gratifications and rewards. The results from 5198 participants revealed the DNAS has a stable factorial structure and is valid in measuring students’ digital nativity. The DNAS achieved a strong/scalar measurement invariance among students from the three regions in each of the four factors. Latent mean difference tests suggested that Macau students had significantly higher levels on all four constructs than those from the mainland, with small to medium effects; and the latent means of Taiwanese students were significantly higher than those of mainland students in three constructs (i.e. Tech, Multi, and Graphics), with small to large effects. Discussions of the findings were provided by taking into account the historical, economic, and cultural backgrounds of the three regions.
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