The predicting power of digital reading attitudes of primary school teacher candidates on their digital literacy

This study aims to investigate the predictive power of the digital reading attitudes of primary school teacher candidates on their digital literacy. Correlational survey model was used in the research. 207 primary school teacher candidates were reached simple random sampling. A personal information form, "Attitude Scale towards Digital Reading for Pre-service Teachers" (DOTÖ) developed by Yurdakul and Susar Kırmızı (2021), and "Digital Literacy Scale" (DOYÖ) developed by Bayrakcı and Narmanlıoğlu (2021) were applied to collect data. Pre-service teachers' digital reading attitudes and digital literacy were analyzed by t-test and anova whether there is a significant difference between various variables (gender, classic level, numbers of digital tools owned, daily internet usage time) the relationship between digital reading attitudes and digital literacy was analyzed by correlation analysis. The predictive status of digital reading attitudes to digital literacy was carried out with multiple regression analysis. At the end of the research, the digital reading attitude of primary school teacher candidates did not differ significantly in class level and daily internet usage time variables. However, it was concluded that there was a significant difference in gender and the numbers of digital tools owned. Furthermore, while the digital literacy of primary school teacher candidates did not differ significantly in terms of gender, class level and daily internet usage time; it was concluded that there was a significant difference in the number of digital tools owned variable. A positive and moderate relationship was found between pre-service teachers' digital reading attitudes and their digital literacy. It was concluded that pre-service teachers' digital reading attitudes significantly predicted their digital literacy.