Digital Self-Efficacy as a Predictor of Academic Performance among University Students

Abstract

In the rapidly evolving digital landscape of higher education, students’ ability to effectively utilize digital technologies has become an essential factor influencing their academic success. Digital self-efficacy, defined as students’ confidence in their ability to perform academic tasks using digital tools and resources, is increasingly recognized as a key determinant of effective learning and academic achievement. This study investigates the relationship between digital self-efficacy and academic performance among university students. A correlational research design was employed to examine the strength and direction of this relationship. Data were collected using two structured questionnaires comprising 30 items measuring digital self-efficacy and 8 items assessing academic performance. The sample consisted of students from two public and two private universities, ensuring representation across diverse institutional contexts. Descriptive and inferential statistical techniques were used to analyze the data and examine the association between the study variables. The findings are expected to provide empirical evidence regarding the extent to which digital self-efficacy is associated with students’ academic performance. The study offers valuable insights for higher education institutions and policymakers in developing strategies to strengthen students’ digital competencies, thereby enhancing academic achievement and overall educational outcomes.