In ICILS 2013 students in Norway, Denmark, and Poland performed at the same level on the Computer and Information Literacy (CIL) test. This paper addresses the factor structure of self-efficacy and the relationship between self-efficacy and factors as CIL score, gender, home background and ICT use. Behind this aim lies an assumption that the development of students’ digital literacy depends both on contextual and individual factors. Previous research shows that students’ home background (Van Duersen & Van Dijk 2010) and self-efficacy beliefs (Hatlevik et al. accepted) are important for understanding the variations in students’ digital competence. Additionally, results from studies focusing on gender differences (Hatlevik et al. accepted) and use of ICT in schools (Claro et al. 2012) have turned out to be inconsistent. The following research questions will be addressed: 1. What characterizes the factor structure of self-efficacy ICT across the countries? 2. How is self-efficacy ICT, related with CIL score, home environment, gender and ICT use across the countries? The sample is students from Norway, Denmark and Poland that participated in the ICILS 2013. Confirmatory factor analysis, with Mplus, is used to study the relationships between self-efficacy items and the latent variables of self-efficacy ICT basic and advanced. Structural equation modeling, with Mplus, is used to answer the 2nd research question. Preliminary analysis indicates a distinction between self-efficacy ICT basic and advanced. However, analysis of measurement invariance of self-efficacy as latent construct will be tested between the countries (van de Schoot, Lugtig and Hox, 2012). Second, the relationship between self-efficacy ICT, CIL score, home environment and ICT use will be examined. The results from these analyses may shed light on interesting cross country differences when it comes to understanding variation in self-efficacy ICT and CIL score.

Claro, M., Preiss, D. D., San Martín, E., Jara, I., Hinostroza, J. E., Valenzuela, S., & Nussbaum, M. (2012). Assessment of 21st Century ICT skills in Chile: Test design and results from high school level students. Computers and Education, 59(3), 1042–1053. Hatlevik, O.E, Ottestad, G. & Throndsen, I. (2014). Predictors of digital competence in 7th grade: a multilevel analysis. Journal of Computer Assisted Learning. Van Deursen, A., & Van Dijk, J. (2010). Internet skills and the digital divide. New Media and Society, 13(6), 893–911. van de Schoot, R., Lugtig, P. & Hox, J.(2012): A checklist for testing measurement invariance, European Journal of Developmental Psychology.