Effect of Digital Competence on Academic Self-Efficacy of Undergraduate Students

Abstract

The growing need of the digital competence within the educational environment leads to the reflection of its projected effects on the academic experiences of students. In line with this predicted relationship, this research has investigated the relationship between digital competence and the academic self-efficacy of undergraduate students. The researchers evaluated the beliefs of undergraduate students regarding digital competence and academic self-efficacy and investigated whether or not academic self-efficacy is influenced by digital competence. The data were gathered on a cross-sectional survey with the help of a quantitative research design of Ex Post Facto type. The tools were a 5-point Likert scale in order to assess the digital competence of students and their academic self-efficacy. The sample employed was 300 randomly selected students of a university in the public-sector. In the study, the results showed that most of the students had positive perceptions regarding their academic confidence and their ability to handle the digital tools. The findings also established that the impact of digital competence on the academic self-efficacy of undergraduate students is positive with a significant implication. The research suggested the provision of projects and orientation to the students, concentrating on the digital and technological skills. It was also suggested that these competencies should be incorporated in the curriculum to increase the digital competencies of undergraduate students.