Examining the Effects of Digital Academic Reading Among University Students: An Integrated Framework of Three-Level Digital Divide and Executive Function

Digital academic reading is common for university students. However, we still lack knowledge of how digital academic reading affects various reading performance indicators. This study adopted an integrated framework of the three-level digital divide and executive function to explore this important issue further. A total of 190 Chinese undergraduate students completed an online questionnaire, including four parts: reading via computers/tablets/e-readers, media multitasking, executive function, as well as concentration and immersion problems. Results of structural equation modeling analysis showed that: (1) executive function mediated the relationship between media multitasking and concentration and immersion problems; (2) reading via computers and e-readers related to concentration and immersion problems via the sequential mediation of media multitasking and executive function. Our findings highlighted the necessity of integrating executive function into the three-level digital divide framework. The implications of this study were also discussed.