In our technology-driven society, digital reading literacy has emerged as a valuable skill as people increasingly read on digital devices rather than from print sources. Using an internationally representative sample ( = 211,899) across 31 economies, this study employed the opportunity-propensity framework to comprehensively investigate the role and relative contribution of opportunity, propensity, and antecedent factors in adolescent students' digital reading literacy. Hierarchical linear modeling and dominance analysis were performed. The results showed that although all three groups of factors contributed to adolescents' digital reading performance, the relative contribution of these factors differed. Propensity factors made the greatest contribution to digital reading performance, most notably metacognitive reading strategies and reading self-concept. While opportunity and antecedent factors such as schools’ support in ICT resources and socioeconomic background also played a role, their contributions were relatively limited. These findings have significant implications for advancing current theories of digital reading and for guiding digital reading instruction in secondary education.

中文翻译：

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中学生数字阅读素养的途径：使用 31 个经济体数据进行的多层次分析


在我们这个技术驱动的社会中，随着人们越来越多地在数字设备上而不是从印刷媒体上阅读，数字阅读素养已成为一项宝贵的技能。本研究使用 31 个经济体的国际代表性样本 (= 211,899)，采用机会倾向框架来全面调查机会、倾向和先行因素在青少年学生数字阅读素养中的作用和相对贡献。进行了分层线性建模和优势分析。结果表明，尽管所有三组因素都对青少年的数字阅读表现有所贡献，但这些因素的相对贡献有所不同。倾向因素对数字阅读表现的贡献最大，尤其是元认知阅读策略和阅读自我概念。虽然学校对ICT资源和社会经济背景的支持等机会和前置因素也发挥了作用，但其贡献相对有限。这些发现对于推进当前数字阅读理论和指导中等教育中的数字阅读教学具有重要意义。