Author(s)

Xiaoying Cui

Corresponding Author

Xiaoying Cui

Abstract

In the digital era, the family environment has undergone profound changes due to the popularization of information technology, and family digital literacy, as an emerging variable, has gradually attracted academic attention regarding its influence on children’s academic achievement. This paper systematically sorts out relevant domestic and international literature to explore the connotation of family digital literacy and its relational mechanism with children’s academic achievement. First, the conceptual framework of family digital literacy is defined, including dimensions such as operational skills, utilization of digital resources, and awareness of digital security. Second, traditional influencing factors of academic achievement and the potential role of digital literacy are analyzed, and the influence path is explained based on family resource theory, social capital theory, and others. Existing research shows that family digital literacy indirectly promotes academic performance by optimizing the learning environment, enhancing parental involvement, and enriching learning resources, but most related studies are limited to cross-sectional analysis, lacking longitudinal tracking and standardized measurement tools. Future research needs to deepen the exploration of influence mechanisms, strengthen cross-cultural comparison and intervention practice. This paper provides theoretical basis for family education guidance and policy making, and points out the practical value of digital literacy education in the family context.

Keywords

Family Digital Literacy; Academic Achievement; Digital Resources; Influence Mechanism