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Widening Digital Divide: Family Investment, Digital Learning, and Educational Performance of Chinese High School Students During the COVID-19 Pandemic School Closures

Author

Listed:
  • Liu Yajie

    (Dalian Maritime University)

  • Hong Liu

    (Fudan University)

  • Ma Gaoming

    (Zhejiang University
    Zhejiang University)

Abstract

The COVID-19 pandemic and school closures highlighted the need for research examining the effects of socio-economic status and digital learning on educational performance. Based on a panel dataset from a Chinese high school during school closures in 2020, our study explored whether the digital divide widened during the pandemic. The results showed that digital learning significantly mediates the association of socio-economic status with educational performance. In contrast, the indirect effects of digital learning were not significant before the outbreak of the COVID-19 pandemic. However, these effects immediately became significant during school closures and remote education instruction during the pandemic. After the schools reopened, the indirect effects of digital learning declined or even disappeared. Our findings provide new evidence for a widening digital divide during the COVID-19 pandemic school closures.

Suggested Citation

  • Liu Yajie & Hong Liu & Ma Gaoming, 2023. "Widening Digital Divide: Family Investment, Digital Learning, and Educational Performance of Chinese High School Students During the COVID-19 Pandemic School Closures," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 18(5), pages 2397-2413, October.
    • Handle: RePEc:spr:ariqol:v:18:y:2023:i:5:d:10.1007_s11482-023-10191-y
    DOI: 10.1007/s11482-023-10191-y
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