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The mediating role of ICT learning confidence and technostress between executive functions and digital skills.
Bali, Cintia; Feher, Zsuzsanna; Arato, Nikolett; Kiss, Botond Laszlo; Labadi, Beatrix; Zsido, Andras Norbert.
Afiliación
  • Bali C; Faculty of Humanities and Social Sciences, Institute of Psychology, University of Pécs, 6 Ifjusag Street, Pecs, 7624, Hungary. bali.cintia@pte.hu.
  • Feher Z; Contemporary Challenges Research Centre, University of Pécs, Pecs, Hungary. bali.cintia@pte.hu.
  • Arato N; Faculty of Humanities and Social Sciences, Institute of Psychology, University of Pécs, 6 Ifjusag Street, Pecs, 7624, Hungary.
  • Kiss BL; Institute of Psychology, Eotvos Lorand University, Budapest, Hungary.
  • Labadi B; Faculty of Humanities and Social Sciences, Institute of Psychology, University of Pécs, 6 Ifjusag Street, Pecs, 7624, Hungary.
  • Zsido AN; Faculty of Humanities and Social Sciences, Institute of Psychology, University of Pécs, 6 Ifjusag Street, Pecs, 7624, Hungary.
Sci Rep ; 14(1): 12343, 2024 05 29.
Article en En | MEDLINE | ID: mdl-38811760
ABSTRACT
Having good digital skills is essential today, yet little is known about the cognitive factors that influence the development of these skills. Given the importance of executive functions (EFs) in adapting to environmental changes and acquiring skills, EFs might contribute to acquiring digital skills too. EFs might also influence people's approach toward ICTs and affect digital skills through emotional variables. Therefore, here, we tested whether cognitive control and flexibility are connected to computer and smartphone skills through emotional factors (learning confidence, stress, and attitude). A total of 269 participants (56 males, M = 30 years) filled out our survey which included questionnaires on demographic variables (age, education, and socioeconomic status), ICT motivation, digital skills, EFs, and technology-related emotional factors. EFs were also investigated through two performance-based measures. We used generalized linear models and structural equation modeling to test the associations between these variables. The results showed that smartphone skills were positively associated with self-reported cognitive flexibility through ICT learning confidence and technology-induced stress. Self-reported cognitive control and age were connected to smartphone skills directly. Self-reported cognitive flexibility was also associated with computer skills through ICT learning confidence. In addition, performance-based cognitive control and the level of education were directly linked to computer skills. These results may provide guidance to support digital skills and create digital skill training.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Función Ejecutiva / Aprendizaje Límite: Adult / Female / Humans / Male / Middle aged Idioma: En Revista: Sci Rep Año: 2024 Tipo del documento: Article País de afiliación: Hungria Pais de publicación: Reino Unido
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Función Ejecutiva / Aprendizaje Límite: Adult / Female / Humans / Male / Middle aged Idioma: En Revista: Sci Rep Año: 2024 Tipo del documento: Article País de afiliación: Hungria Pais de publicación: Reino Unido