ArticleFrontiers in psychology2026
The relationship between digital literacy and academic innovative behavior among STEM students: the mediating roles of knowledge-sharing intention and creative self-efficacy.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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1 citing paper in PubMed.
- Thinking as Relational Process and Pattern in Semiotic Cultural Psychology.Integrative psychological & behavioral science · 2026Article
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Abstract
Introduction: With the deep integration of digital technologies into higher education, digital literacy has become a key antecedent influencing college students' academic innovative behavior, yet its underlying mechanism remains insufficiently explored. Unlike previous studies that have focused primarily on a single mediating pathway, this study draws on knowledge creation theory and social cognitive theory to propose a parallel mediation model, aiming to simultaneously examine the unique roles of the "intention-based pathway," represented by knowledge-sharing intention, and the "belief pathway," represented by creative self-efficacy, in the effect of digital literacy on academic innovative behavior among STEM students, thereby revealing its structural transformation mechanism. Methods: Using stratified random sampling, this study selected 471 undergraduate students majoring in STEM disciplines from Xi'an University of Technology and employed structural equation modeling to analyze the data. Results: The results showed that (1) digital literacy was significantly and positively associated with knowledge-sharing intention and creative self-efficacy; (2) both knowledge-sharing intention and creative self-efficacy were significantly and positively associated with academic innovative behavior; and (3) both mediating pathways were significant and showed similar effect sizes, jointly accounting for 57% of the total effect, while the direct effect of digital literacy remained significant, indicating a partial mediating effect. Discussion: This study offers a more nuanced theoretical framework for understanding the process through which digital literacy contributes to academic innovative behavior and provides empirical evidence for a dual-pathway approach to digital literacy education and innovation-oriented talent cultivation in higher education.
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