Digital literacy and online learning satisfaction among junior high school students: A moderated mediation model

Abstract

To explore the mechanism among digital literacy, online learning satisfaction, online learning engagement, and parents’ educational expectations, a survey-based quantitative research approach was adopted to collect data. A total of 916 Chinese junior high school students completed an online questionnaire that included the digital literacy scale, online learning engagement scale, perceived parental expectation (PPE) scale, and satisfaction with online learning scale. The analysis of the moderated mediation model revealed several key findings: (1) digital literacy had a positive correlation with online learning engagement and online learning satisfaction; (2) online learning engagement mediated the relationship between digital literacy and online learning satisfaction; (3) parents’ educational expectations moderated the first half path (i.e., the association between digital literacy and online learning engagement) of the mediating effect. In other words, the relationship between digital literacy and online learning satisfaction could be characterised as a moderated mediated model. More measures should be taken to improve junior high school students’ digital literacy and express parents’ educational expectations appropriately to promote the quality of online learning.