Criterion-Related Validity and Temporal Stability of the Affective Domain of Digital Literacy Scale (ADLS): A Three-Wave Longitudinal Study Using Metacognitive Self-Regulation as an External Criterion

Key Points

• This study aims to assess the criterion-related validity and temporal stability of the Affective Domain of Digital Literacy Scale (ADLS) using metacognitive self-regulation as an external criterion.
• Conducted a three-wave longitudinal study with 157 fifth graders measuring ADLS and metacognitive self-regulation at three time points: pre-test, mid-test, and post-test.
• Utilized correlation analysis and mixed-design repeated measures ANOVA to evaluate relationships between ADLS scores and metacognitive self-regulation over time.
• Analyzed differences in correlations and stability between ADLS sub-factors and overall scores across the three measurement points.
• ADLS total scores consistently showed a significant positive correlation with metacognitive self-regulation across all time points (r = .599 - .641).
• Temporal stability for ADLS total scores and self-efficacy was adequate (r = .550 - .748), while value awareness displayed a declining trend at the post-test.
• ADLS scores showed a significant increase from pre-test to mid-test that was maintained, whereas metacognitive self-regulation showed no significant change over time.