The Structural Relationship Between ICT Use and Self-Efficacy: An International Comparative Study of Students in the U.S. and South Korea

Abstract

Access to digital devices is increasingly recognized not just as an educational necessity but as a fundamental human right (Mossberger et al., 2012). In this context, students’ academic self-efficacy has emerged as a key factor influencing educational quality and long-term success. This study examines the relationships between ICT use, demographic factors, and self-efficacy among students in South Korea and the United States. Using PISA data for 3,577,072 students, we applied Structural Equation Modeling with path and multigroup analyses. Results indicate that ICT use positively affects self-efficacy in both countries, while also revealing important cross-national differences. The association between ICT use and socioeconomic status (SES) was notably stronger in the United States than in Korea, with SES exerting a greater influence on American students’ self-efficacy. These findings underscore the need for context-sensitive strategies to ensure that digital integration supports equitable educational outcomes and informs policies that promote inclusive learning opportunities across diverse educational contexts.