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Open-ended questions were gathered from field experts and primary school teachers, leading to a draft scale refined through literature review feedback. The final draft was administered to 175 fourth-grade students in Afyonkarahisar (2019–2020). Exploratory Factor Analysis produced a 21-item, four-subdimension model covering collaboration, emotion management, information management, and awareness. Confirmatory Factor Analysis supported the model structure, and reliability was high (Cronbach’s alpha = .944).",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/digital-literacy-self-efficacy-scale-a-scale-development-study/591021/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/digital-literacy-self-efficacy-scale-a-scale-development-study/591021.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study?","Question",{"text":112,"@type":113},"To develop a scale that determines the digital literacy self-efficacy level of primary school students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the draft scale developed and refined?",{"text":117,"@type":113},"Open-ended questions were used to collect opinions from field experts and primary school teachers, then the items were finalized based on responses and a literature review.",{"name":119,"@type":110,"acceptedAnswer":120},"What factor structure and reliability results were obtained?",{"text":121,"@type":113},"EFA resulted in 21 items across four subdimensions, and CFA confirmed the model; Cronbach’s alpha was .944.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591021,1792161592,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","African Educational Research Journal Vol. 9(2), pp. 581-590, June 2021  \nDOI: 10. 30918/AERJ.92.21.074 ISSN: 2354-2160  \nFull Length Research Paper  \nDigital literacy self-efficacy scale: A scale development study\\#  \nBurak Olur1* and Gürbüz Ocak2  \n1 Faculty of Arts and Science, Afyon Kocatepe University, Afyonkarahisar, Turkey. 2 Faculty of Education Faculty, Afyon Kocatepe University, Afyonkarahisar, Turkey.  \nAccepted 19 May, 2021  \n\n| ABSTRACT\u003Cbr>This study aims to develop a scale in order to determine the digital literacy self-efficacy level of primary school students. In line with this purpose, firstly, open-ended questions, which were created and asked for opinions on digital literacy, were directed to field experts and primary school teachers. The draft scale form was created as a result of the responses to open-ended questions and the literature review was presented to the field experts and the items in the draft scale were finalized in the line with the feedback. The draft scale form was applied to a total of 175 4th grade students studying in the central district of Afyonkarahisar in the 2019-2020 academic year determined by purposeful methods. The data were analyzed by Exploratory Factor Analysis (EFA) and it resulted in a structure with 21 items and four subdimensions named ‘Collaboration in Digital Environments’, ‘Emotion Management in Digital Environments’, ‘Information Management in Digital Environments’ and ‘Awareness in Digital Environments’. It was confirmed that the subscales constituted a model by the first level and second level Confirmatory Factor Analysis (CFA) . The Cronbach’s alpha value for the scale was found to be .944.\u003Cbr>Keywords: Digital literacy, scale development, self-efficacy, primary school students. |\n| --- |\n| *Corresponding author. E-mail: [burakolur@gmail.com](burakolur@gmail.com).\u003Cbr>\\# This study is a part of the dissertation of the first author under the supervision of the second author. |\n\nINTRODUCTION  \nThe concept of literacy has different meanings according to the changes that societies have shown over time. Literacy, previously defined as 'reading and writing' skills, has started to be used in the sense of 'ability to understand the information presented' as a requirement of both social and technological developments (Lanham, 1995) . In order to keep up with the continuous development in digital technology, today's individual needs to use many technical, cognitive and affective skills together in order to solve problems and perform atask in digital environments. For this reason, many types of literacy have been proposed regarding our digital world, and the use and content of the concept of literacy have changed with digital developments.  \nDue to these developments and changes, literacy, which first emerged in the 1960s and is still in use, includes computer literacy which has been used as being aware of how to use computer and application software for practical purposes (Martin and Grudziecki, 2006) .  \nComputer literacy has gone through an evolutionary process including three stages such as specialization period, application period and reflection skills, and the meaning attributed to the concept of computer literacy has changed, accordingly. While computer literacy was first used to meet the ability to use computers, it has begun to be used instead to refer to the ability to use various skills and information technology in different areas in the reflection period (Martin, 2003) . Technological developments have led to different skills and expectations from the people of the age. Especially in the 1970s, the concept of Technology Literacy, which means that technological tools can be used to improve learning, productivity and performance, emerged with the understanding that technology has a power that can harm nature and human beings (Waks, 2006) . This literacy level is defined by ITEA (1996) as the ability to benefit from technology by understanding how technological systems ","cbCaiqccYgBjXzxt","https://ap.wps.com/l/cbCaiqccYgBjXzxt","pdf",379665,"English","# Abstract\n# Introduction\n## Literacy and its evolving meanings\n## From computer literacy to information literacy\n## Other literacy types in the digital field\n## Toward digital literacy as an umbrella concept","[{\"question\":\"What is the purpose of the study?\",\"answer\":\"To develop a scale that determines the digital literacy self-efficacy level of primary school students.\"},{\"question\":\"How was the draft scale developed and refined?\",\"answer\":\"Open-ended questions were used to collect opinions from field experts and primary school teachers, then the items were finalized based on responses and a literature review.\"},{\"question\":\"What factor structure and reliability results were obtained?\",\"answer\":\"EFA resulted in 21 items across four subdimensions, and CFA confirmed the model; Cronbach’s alpha was .944.\"}]","Digital literacy self-efficacy scale - A scale development study | PDF",1792070952,25]