Beyond limit versus no limit: parental screen-time rule type and assessed digital competence across 29 education systems in ICILS 2023
Abstract
Abstract Background. Parental screen-time rules are usually recorded as present or absent. ICILS 2023 separates limits that include time spent on schoolwork from limits that exempt it, but the international report analysed the item as a binary contrast between having a limit and having none. This study asks what that collapse conceals. Methods. We analysed public-use student files for 100,528 grade 8 students in 29 education systems. Models were estimated within each system using five plausible values, final student weights, and 75 jackknife replicate weights applied to every plausible value, adjusting for socioeconomic background, gender, test language spoken at home, and immigrant background. Estimates were synthesised by random-effects meta-analysis, with restricted maximum likelihood estimation, a Hartung-Knapp correction and prediction intervals as sensitivity analyses. The binary coding was fitted to the same sample, and the two learning-setting scales were compared through a difference-score model. Results. Students reporting schoolwork-inclusive limits scored 24.9 points lower in computer and information literacy than students reporting schoolwork-exempt limits (95% CI [-28.2, -21.6]). The contrast was negative and statistically significant in all 29 systems, and it replicated on computational thinking in the 19 systems administering that assessment (-32.9 points, 95% CI [-38.1, -27.7]). Fitted to the same sample, the binary coding gave − 8.6 points for any limit…
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