Perceived Barriers and ICT-Related Attitudes among Secondary School Students in Croatia: An Exploratory Study

Abstract

Background: This paper examines factors influencing students’ engagement with information and communication technologies (ICT) in secondary education. While prior research typically distinguishes between intrinsic and extrinsic inhibitors, empirical evidence on their joint and differentiated effects remains limited, particularly in the context of transition economies. Objectives: The study aims to analyse the role of intrinsic inhibitors and external influences in shaping ICT-related attitudes and use among secondary school students, with a focus on their interrelationships. Methods/Approach: Data were collected from 187 high school students in Northern Croatia and the City of Zagreb. The analysis combines confirmatory factor analysis, network analysis, and structural equation modelling. Results: The results support a three-factor structure consisting of intrinsic inhibitors, external influences, and ICT use. External influences have a strong positive effect on intrinsic inhibitors, which, in turn, negatively affect ICT use. At the same time, external influences have a direct positive effect on ICT use, indicating the presence of competing effects. This suggests that external factors simultaneously increase exposure to ICT while generating psychological barriers that limit its effective use. Conclusions: The findings highlight the complex role of external influences in ICT adoption. Rather than acting solely as barriers, they also function as drivers of ICT exposure. Policy efforts should therefore focus not only on improving infrastructure and teacher preparedness but also on reducing students’ psychological barriers to ICT use.