Differences in and relationship between digital access, use, connectivity, skill, engagement, and motivation: implications for digital inequality in online learning among first-generation and continuing-generation undergraduate students
Abstract Disruptions in education may exacerbate digital inequality among college student groups. This study examined differences in and relationships between digital access, use, and connectivity, digital skills and engagement, and academic motivation among first-generation (learners whose parents/...
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| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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Springer
2025-01-01
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| Series: | Discover Education |
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| Online Access: | https://doi.org/10.1007/s44217-024-00371-9 |
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| author | Minas Michikyan Kaveri Subrahmanyam Pamela Regan Miguel Ángel Cano Linda G. Castillo Audrey Harkness Seth J. Schwartz |
| author_facet | Minas Michikyan Kaveri Subrahmanyam Pamela Regan Miguel Ángel Cano Linda G. Castillo Audrey Harkness Seth J. Schwartz |
| author_sort | Minas Michikyan |
| collection | DOAJ |
| description | Abstract Disruptions in education may exacerbate digital inequality among college student groups. This study examined differences in and relationships between digital access, use, and connectivity, digital skills and engagement, and academic motivation among first-generation (learners whose parents/guardians have no college education) and continuing-generation (learners whose parents/guardians have a college education) undergraduate students in the United States (N = 1224; M age = 21, 902 women, 56.8% first-generation status) in the context of COVID-19. Most first-generation and continuing-generation students reported unlimited and stable internet access at home. First-generation students reported less frequent access to fast and reliable internet and using multiple devices for online learning. First-generation and continuing-generation students reported similar levels of digital skills and engagement in online learning. Digital access and various digital skills and engagement were differentially associated with academic motivation. First-generation students reported greater academic motivation than their continuing-generation peers. Implications for reducing digital inequality for undergraduate students are discussed. |
| format | Article |
| id | doaj-art-9f0b961176b5406aa1b28d4c6dbf5c61 |
| institution | Kabale University |
| issn | 2731-5525 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Springer |
| record_format | Article |
| series | Discover Education |
| spelling | doaj-art-9f0b961176b5406aa1b28d4c6dbf5c612025-01-19T12:36:00ZengSpringerDiscover Education2731-55252025-01-014112410.1007/s44217-024-00371-9Differences in and relationship between digital access, use, connectivity, skill, engagement, and motivation: implications for digital inequality in online learning among first-generation and continuing-generation undergraduate studentsMinas Michikyan0Kaveri Subrahmanyam1Pamela Regan2Miguel Ángel Cano3Linda G. Castillo4Audrey Harkness5Seth J. Schwartz6Department of Child and Family Studies, California State University, Los AngelesUniversity of North FloridaDepartment of Psychology, California State UniversityUniversity of Texas Southwestern Medical CenterTexas A & M UniversityUniversity of MiamiThe University of Texas at AustinAbstract Disruptions in education may exacerbate digital inequality among college student groups. This study examined differences in and relationships between digital access, use, and connectivity, digital skills and engagement, and academic motivation among first-generation (learners whose parents/guardians have no college education) and continuing-generation (learners whose parents/guardians have a college education) undergraduate students in the United States (N = 1224; M age = 21, 902 women, 56.8% first-generation status) in the context of COVID-19. Most first-generation and continuing-generation students reported unlimited and stable internet access at home. First-generation students reported less frequent access to fast and reliable internet and using multiple devices for online learning. First-generation and continuing-generation students reported similar levels of digital skills and engagement in online learning. Digital access and various digital skills and engagement were differentially associated with academic motivation. First-generation students reported greater academic motivation than their continuing-generation peers. Implications for reducing digital inequality for undergraduate students are discussed.https://doi.org/10.1007/s44217-024-00371-9First-generation studentsContinuing-generation studentsOnline learningDigital inequalityAnti-deficitQuantitative |
| spellingShingle | Minas Michikyan Kaveri Subrahmanyam Pamela Regan Miguel Ángel Cano Linda G. Castillo Audrey Harkness Seth J. Schwartz Differences in and relationship between digital access, use, connectivity, skill, engagement, and motivation: implications for digital inequality in online learning among first-generation and continuing-generation undergraduate students Discover Education First-generation students Continuing-generation students Online learning Digital inequality Anti-deficit Quantitative |
| title | Differences in and relationship between digital access, use, connectivity, skill, engagement, and motivation: implications for digital inequality in online learning among first-generation and continuing-generation undergraduate students |
| title_full | Differences in and relationship between digital access, use, connectivity, skill, engagement, and motivation: implications for digital inequality in online learning among first-generation and continuing-generation undergraduate students |
| title_fullStr | Differences in and relationship between digital access, use, connectivity, skill, engagement, and motivation: implications for digital inequality in online learning among first-generation and continuing-generation undergraduate students |
| title_full_unstemmed | Differences in and relationship between digital access, use, connectivity, skill, engagement, and motivation: implications for digital inequality in online learning among first-generation and continuing-generation undergraduate students |
| title_short | Differences in and relationship between digital access, use, connectivity, skill, engagement, and motivation: implications for digital inequality in online learning among first-generation and continuing-generation undergraduate students |
| title_sort | differences in and relationship between digital access use connectivity skill engagement and motivation implications for digital inequality in online learning among first generation and continuing generation undergraduate students |
| topic | First-generation students Continuing-generation students Online learning Digital inequality Anti-deficit Quantitative |
| url | https://doi.org/10.1007/s44217-024-00371-9 |
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