Factors Influencing Teacher Students' Social Media Literacy: Meta-Analytic Structural Equation Modelling
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Abstract
This research aimed to estimate the total correlation matrix of factors associated with social media literacy and to develop a suitable meta-analytic structural equation model describing these associations. The study employed the following methods: Firstly, a comprehensive search for research articles between 2019 and 2022 was conducted using Google Scholar, following the PICO principles, resulting in the retrieval of 1,290 research articles. Subsequently, a refined selection process based on PRISMA 2020 criteria yielded 11 research articles that met the inclusion criteria. Furthermore, publication bias was assessed, which indicated that the effect size of social media literacy was independent of sample size (t(25) = 1.018, p = .318). Homogeneity was also tested, revealing that the variance of the correlation matrix significantly deviated from zero (Q(26) = 865.028, p < .001), indicating high variability within the total correlation matrix. The key findings of this study included the identification of six factors through the analysis of the total correlation matrix. These factors encompassed social media literacy, internet skills, digital learning platform management, attitudes, communication through social media, and meta-cognition. Additionally, a comprehensive model comparison revealed that the best-fitting model highlighted indirect influences on social media literacy. Specifically, social media literacy was influenced indirectly by digital learning platform management, communication through social media, and meta-cognition through the intermediary factor of internet skills. This research provides valuable insights into the multifaceted nature of social media literacy and offers a comprehensive framework for understanding the interplay among these crucial factors.
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