Unpacking the links between ICT access, ICT self-efficacy, math attitude, ESCS, and math achievement: a PISA 2022 comparison of Hong Kong, Finland, and Türkiye

A PISA 2022 study examining Hong Kong, Finland, and Türkiye found that the quality of ICT access positively influences ICT self-efficacy and math attitude, which subsequently impact math achievement. However, a direct negative effect of ICT access quality on math achievement was also observed. Economic, social, and cultural status (ESCS) was identified as a significant factor in these dynamics across all three regions.

Why it matters

This research highlights the complex interplay between technology access, psychological factors, and educational outcomes. Understanding these relationships is crucial for developing effective strategies that leverage technology to improve academic performance, particularly in mathematics, and for addressing socioeconomic disparities in educational attainment.

Key insights

• Quality of ICT access significantly and positively influences ICT self-efficacy across Hong Kong, Finland, and Türkiye.
• Quality of ICT access significantly and positively influences math attitude across Hong Kong, Finland, and Türkiye.
• ICT self-efficacy and math attitude, in turn, positively affect math achievement.
• A direct, significant, and negative effect of ICT access quality on math achievement was identified.
• Economic, social, and cultural status (ESCS) plays a notable role in shaping these relationships.

Source

Educational Technology Research and Development — https://link.springer.com/article/10.1007/s11423-026-10689-w