{"@context":["https:\/\/schema.org\/",{"prov":"http:\/\/www.w3.org\/ns\/prov#"}],"@id":"http:\/\/dx.doi.org\/10.7477\/150:169:1","@type":"Dataset","conditionsOfAccess":"Die Skalendokumentation ist frei verf\u00fcgbar. Eine Verwendung der Instrumente, ganz oder in Teilen setzt die Achtung des Urheberrechts voraus. Urheber und Quelle sind entsprechend zu zitieren. Es gelten die allgemeinen Nutzungsbedingungen des Anbieters.","description":"This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of \"ICT Engagement in Learning Environments\": Learning throughout the life span relies more and more on using information and communication technology (ICT) to acquire new knowledge and skills in both formal and informal learning environments. Thus, learning to use ICT and using ICT to learn have become major premises for successful participation in educational, professional, social, cultural, and civic life. To keep pace with the rapid development of ICT, people need to be able to update their ICT knowledge and skills continuously. A major conditioning personal characteristic that affects the development and adaptation of ICT skills in a self-regulated way is considered to be ICT engagement. This chapter describes the conceptual origins of this multifaceted construct. At the behavioral level it represents the use of ICT in various contexts, such as at home or at school. Most importantly, from a cognitive-motivational perspective it covers the factors that foster the self-determined and self-regulated use of ICT, such as interest in ICT, ICT selfconcept, perceived autonomy in ICT use, and social relatedness in using ICT.","isAccessibleForFree":true,"license":"https:\/\/www.fdz-bildung.de\/nutzungsbedingungen-fdz-bildung","name":"Fragebogenerhebung (Skalenkollektion): Chapter 13 - ICT Engagement in Learning Environments (PISA 2015)","prov:generatedAtTime":"2016-12-06","provider":{"@type":"Organization","name":"DIPF FDZ Bildung","url":"https:\/\/www.fdz-bildung.de"}}