Interpersonal communication competence and digital citizenship among pre-service teachers in China's teacher preparation programs. Issue 2 (3rd April 2019)

• Record Type: Journal Article
• Authors: Xu, Shun; Yang, Harrison H.; MacLeod, Jason; Zhu, Sha
• Is Part Of: Journal of moral education. Volume 48:Issue 2(2019)
• Page Start: 179
• Page End: 198
• Publication Date: 2019-04-03
• Subjects: Interpersonal communication competence (ICC) -- digital citizenship -- mediated behavior -- tertiary education; Moral education -- Periodicals; 370.114
• DOI: 10.1080/03057240.2018.1458605
• Languages: English
• ISSNs: 0305-7240

Abstract

Abstract: The Internet, new media and social change have created issues requiring digital citizenship education, particularly within the socio-cultural context of Chinese education. Recent digital citizenship standards for education developed by organizations such as the International Society for Technology in Education (ISTE) highlight the importance of this issue. Researchers have explored digital citizenship with some mediated behavioral determinants; however, the critical influence of interpersonal communication competence (ICC) has not yet been explored. To expand understanding of the components needed for improving the appropriateness of digital citizenship among future role models of society, this study investigates the relationship between ICC skills and digital citizenship with a sample of 905 pre-service teachers. The results showed that 10 ICC skills were positively predictive of digital citizenship. Environmental control and immediacy were found to be the strongest predictors of digital citizenship among the skills examined. These results theoretically emphasize the importance of ICC skills in mediated behavior and provide practical direction for improving pre-service teachers' digital citizenship, which can positively enable the behavior instructors display and convey to their future students.