The Impact of Household Digital Resources Investment on Student Performance: An Empirical Study Based on CEPS2013-2014 Data

Litong Niu

doi:10.6918/IJOSSER.202601_9(1).0008

Authors

Litong Niu

DOI:

https://doi.org/10.6918/IJOSSER.202601_9(1).0008

Keywords:

Digital competence, Gital media, Parental education, Home ICT access

Abstract

The popularity of home digital resources (e.g., computers, Internet) in education has sparked debates about their impact on student achievement. Family socioeconomic status, parental education/occupation, and income indirectly affect performance by influencing resource access (e.g., tutoring, digital devices). This study uses generalized ordered Logit, ordered Logit, and ordered Probit models to analyze 2013-2014 CEPS baseline data of 15,925 students, examining how family digital resources affect grades. Controls include household registration, nationality, study pressure, and parental education/occupation. Interaction terms, square terms, and marginal effect analysis test nonlinearities and population differences, exploring mechanisms and moderators to inform resource allocation and policy. Literature shows: Cabero-Almenara linked stronger digital competence to better performance, shaped by resource use, preparation, and parental education; Hammer found parents influence students’ digital self-efficacy, with smartphones mediating learning tech use; Rohatgi noted basic ICT self-efficacy boosts literacy across genders; Zhong’s PISA study highlighted school ICT access, spending, home access, SES, and gender; Wellman found internet supplements communication but heavy use reduces community commitment. Digital competence, parental support, self-efficacy, and equitable access mediate internet’s academic impact.

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