The effect of internet involvement on digital literacy among older adults: The multiple mediations of internet use and internet sense of control

Digital literacy is a critical skill for adapting to the information age. While previous research has acknowledged its importance, enhancing digital literacy requires a stronger emphasis on modifiable psychological factors. This study demonstrated how perceptions toward the Internet, conceptualized as Internet involvement, predict digital literacy among older adults. Using a cross-sectional survey of 233 older adults in Beijing, the results indicate that higher involvement predicts more active and diverse Internet use, which in turn enhances digital literacy. The mediating role of sense of control was found to be asymmetric: personal mastery significantly facilitated digital literacy, whereas perceived constraints had minimal effect, reflecting older adults' selective engagement and resilience in adapting to digital environments. Furthermore, the effects of predictors varied across different dimensions of digital literacy, with management and application, and need and access literacy more strongly predicted than learning or payment literacy. The findings highlight digital literacy as a multidimensional and psychologically grounded outcome, shaped by individual perceptions, actual use behaviors, and also broader social contexts. Implications for theory, interventions, and policy emphasize fostering positive Internet involvement, promoting cognitively engaging activities, and supporting older adults in navigating structural barriers in an increasingly digital society.