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We used data from German NEPS that tracks representative samples of German students across their school careers. The sample consisted of 14,436 fifteen-year-old German students who provided self-reports on several ICT-related variables: self-confidence, usage motives, breadth of usage, access, experience, usage at home and at school. Data were analyzed cross-sectionally and longitudinally with structural equation models and path analyses, respectively. Cross-sectionally, all ICT-related variables incrementally predicted ICT literacy after controlling for intelligenc (explained variance: 0.4%\u201314.1%). Longitudinally, ICT self-confidence, ICT-related usage motives, breadth of ICT usage, ICT usage at school, and ICT experience incrementally predict ICT literacy after controlling for intelligence and prior achievement.three years later (explained variance: 0.3%\u20138.1%). Relative weights providing estimates of relative importance of each predictor showed that intelligence (cross-sectional) and prior achievement and intelligence, respectively (longitudinal) explained the largest portion of variance in ICT literacy, followed by ICT self-confidence, and ICT usage motives as the strongest ICT-related variables. These results emphasize that ICT-related motivational constructs play an important role in the development of ICT literacy.<\/jats:p>","DOI":"10.1007\/s10639-021-10759-x","type":"journal-article","created":{"date-parts":[[2021,10,1]],"date-time":"2021-10-01T05:11:31Z","timestamp":1633065091000},"page":"3595-3622","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":24,"title":["ICT-related variables as predictors of ICT literacy beyond intelligence and prior achievement"],"prefix":"10.1007","volume":"27","author":[{"given":"Martin","family":"Senkbeil","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2021,10,1]]},"reference":[{"key":"10759_CR1","doi-asserted-by":"publisher","first-page":"55","DOI":"10.1016\/j.compedu.2015.03.014","volume":"87","author":"K Aesaert","year":"2015","unstructured":"Aesaert, K., van Nijlen, D., Vanderlinde, R., Tondeur, J., Devlieger, I., & van Braak, J. 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