Dual Mediating Effects of Information and Communication Technology Resources and Family Satisfaction on COVID-19 Knowledge Among Middle School Students

Abstract

Little is known about underlying pathways regarding how middle school students can improve their COVID-19 knowledge. This study investigates the relationship between subjective poverty and COVID-19 knowledge by considering a dual mediation model. A total of 328 middle school students were included. We used a multiple mediator model developed by Preacher and Hayes, using bootstrapping approach to include a first and sequence mediators. We employed the PROCESS macro 3.4 for SPSS to test the dual mediating effects. Both Information and Communication Technology (ICT) resources and family satisfaction mediated the association between subjective poverty and knowledge about COVID-19. Further, an indirect effect of subjective poverty via the dual mediators of ICT resources and family satisfaction was found. Further, middle school students who more satisfied with their family dynamics and who had more ICT resources were more likely to have greater levels of knowledge about COVID-19. This study contributes to further understanding of pathways between subjective poverty and COVID-19 knowledge in the context of dual mediators. It is imperative to help households in poverty before and since COVID-19; specific financial supports that focus on ICT resources should be provided to increase middle school students’ quality of online learning, which then helps to improve family satisfaction. The pathways influence COVID-19 knowledge.