The Appropriateness of Reflective and Formative Measurement Models of Secondary School Students’ Digital Citizenship: Bayesian Statistical Analysis
Keywords:
Digital Citizenship, Reflective Measurement Model, Formative Measurement Model, Bayesian StatisticsAbstract
The purposes of this research were: 1) to compare the appropriateness of reflective and formative measurement models of students’ digital citizenship, and 2) to compare students’ digital citizenship and its components across different backgrounds. The sample, randomly selected using two-stage sampling, consisted of 450 secondary school students in schools under the Office of the Basic Education Commission (OBEC) in Bangkok. The instrument used in this research was a 46-item digital citizenship scale. Data were analyzed using descriptive statistics, t-tests, one-way ANOVA, one-way MANOVA, post-hoc comparisons, and analysis with Bayesian and frequentist statistics using Mplus and SmartPLS programs. The results of the research revealed that: 1) The reflective measurement model of students’ digital citizenship was more appropriate than the formative measurement model (Reflective–Reflective: BIC = 12,925.857; Reflective–Formative: BIC = 12,718.760). 2) The students’ digital citizenship was at a medium level, with Digital Literacy, Digital Participation, Digital Ethics, and Digital Protection also at medium levels, while Digital Identity was at a high level. 3) Significant differences at the .05 level were found in students’ digital citizenship based on program, school size, and the amount of time spent using the internet for studying, but not for gender, grade, or the amount of time spent using the internet for leisure and socializing. Regarding the components of digital citizenship, it was found that for the first component (Digital Literacy) and the third component (Digital Identity), students’ mean scores differed significantly by program, school size, and the amount of time spent using the internet for studying at the .05 level of significance. For the second component (Digital Participation), students’ mean scores differed significantly by gender, program, and school size at the .05 level. For the fourth component (Digital Ethics), students’ mean scores differed significantly by program and school size at the .05 level. However, for the fifth component (Digital Protection), no significant differences were found at the .05 level.
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