{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,24]],"date-time":"2026-09-24T06:03:55Z","timestamp":1790229835964,"version":"4.1.0"},"reference-count":47,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,9,24]],"date-time":"2026-09-24T00:00:00Z","timestamp":1790208000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100013139","name":"Humanities and Social Science Fund of Ministry of Education of China","doi-asserted-by":"publisher","id":[{"id":"10.13039\/501100013139","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>With the deep integration of digital technologies into higher education, digital literacy has become a key antecedent influencing college students' academic innovative behavior, yet its underlying mechanism remains insufficiently explored. Unlike previous studies that have focused primarily on a single mediating pathway, this study draws on knowledge creation theory and social cognitive theory to propose a parallel mediation model, aiming to simultaneously examine the unique roles of the \u201cintention-based pathway,\u201d represented by knowledge-sharing intention, and the \u201cbelief pathway,\u201d represented by creative self-efficacy, in the effect of digital literacy on academic innovative behavior among STEM students, thereby revealing its structural transformation mechanism.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>Using stratified random sampling, this study selected 471 undergraduate students majoring in STEM disciplines from Xi'an University of Technology and employed structural equation modeling to analyze the data.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>The results showed that (1) digital literacy was significantly and positively associated with knowledge-sharing intention and creative self-efficacy; (2) both knowledge-sharing intention and creative self-efficacy were significantly and positively associated with academic innovative behavior; and (3) both mediating pathways were significant and showed similar effect sizes, jointly accounting for 57% of the total effect, while the direct effect of digital literacy remained significant, indicating a partial mediating effect.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats:p>This study offers a more nuanced theoretical framework for understanding the process through which digital literacy contributes to academic innovative behavior and provides empirical evidence for a dual-pathway approach to digital literacy education and innovation-oriented talent cultivation in higher education.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1937720","type":"journal-article","created":{"date-parts":[[2026,9,24]],"date-time":"2026-09-24T05:44:41Z","timestamp":1790228681000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["The relationship between digital literacy and academic innovative behavior among STEM students: the mediating roles of knowledge-sharing intention and creative self-efficacy"],"prefix":"10.3389","volume":"17","author":[{"given":"Ruipeng","family":"Guo","sequence":"first","affiliation":[{"name":"Faculty of Education, Shaanxi Normal University","place":["Xi'an, China"]},{"name":"College of Marxism, Xi'an University of Technology","place":["Xi'an, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yongjun","family":"Feng","sequence":"additional","affiliation":[{"name":"Faculty of Education, Shaanxi Normal University","place":["Xi'an, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,9,24]]},"reference":[{"key":"B1","doi-asserted-by":"publisher","first-page":"107","DOI":"10.2307\/3250961","article-title":"Knowledge management and knowledge management systems: Conceptual foundations and research issues1, 2","volume":"25","author":"Alavi","year":"2001","journal-title":"MIS Quarterly"},{"key":"B2","doi-asserted-by":"publisher","first-page":"1297","DOI":"10.1177\/0149206314527128","article-title":"Innovation and creativity in organizations: a state-of-the-science review, prospective commentary, and guiding framework","volume":"40","author":"Anderson","year":"2014","journal-title":"J. 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