INFORMATION SKILLS SELF-ASSESSMENT IN SECONDARY EDUCATION. A CAUSAL MODEL PROPOSAL FROM A GENDER PERSPECTIVE

Abstract

INTRODUCTION. The inclusion of key skills related to information management in national and international basic education curricula responds to social change related to the impact of information and communication technologies. There are also a number of studies that find gender differences in the acquisition of computer skills. Given the close relationship that exists between information skills and technologies, this study analyzes gender differences in the development of these skills by designing a causal model. METHODS. The starting point is a representative sample of 1,162 secondary education students aged between 14 and 16 years from schools in the Spanish region of Castilla y León. RESULTS. The research findings obtained with this model indicate a good fit in both groups. The hypothesis testing of relationships proposed in the model shows that the effect exerted by the management tools profile at home (informal education environment) on information skills development varies according to gender. DISCUSSION. Given the importance that studying and defining these different profiles in the handling of computer tools has, discussion centers on the influence of these profiles on the learning of information skills.