Digital Competencies as Predictors of Academic Self-Efficacy: Correlations and Implications for Educational Development

Vicente González-Prida (), Julima Gisella Chuquin-Berrios, Fabricio Miguel Moreno-Menéndez, Jesús César Sandoval-Trigos, Diana Pariona-Amaya and Kesler Osmar Gómez-Bernaola
Additional contact information
Vicente González-Prida: Department of Industrial Management I, University of Seville, 41092 Sevilla, Spain
Julima Gisella Chuquin-Berrios: Faculty of Administrative and Accounting Sciences, Peruvian University of Los Andes, Huancayo 12000, Peru
Fabricio Miguel Moreno-Menéndez: Faculty of Administrative and Accounting Sciences, Peruvian University of Los Andes, Huancayo 12000, Peru
Jesús César Sandoval-Trigos: Faculty of Administrative and Accounting Sciences, Peruvian University of Los Andes, Huancayo 12000, Peru
Diana Pariona-Amaya: Faculty of Administrative and Accounting Sciences, Peruvian University of Los Andes, Huancayo 12000, Peru
Kesler Osmar Gómez-Bernaola: Faculty of Administrative and Accounting Sciences, Peruvian University of Los Andes, Huancayo 12000, Peru

Societies, 2024, vol. 14, issue 11, 1-25

Abstract: This study focuses on determining the correlation between digital competencies and academic self-efficacy of students in universities in the Selva Central (Central Jungle) region of Peru to establish the significance of these factors in academic achievement. This study employs a quantitative, hypothesis-testing design and is both fundamental and co-relational in nature; 84 students from Universidad de la Selva Central were selected. Validated questionnaires were used to gather data on the participants’ DCs including information literacy, communication, content creation, security, and problem-solving skills, as well as the academic self-efficacy of the participants, with all having reliability scores of 0.823 and 0.895, respectively, for the Spearman correlation coefficient. By using statistical analysis, it was established that there is a stronger positive relationship between academic self-efficacy and every dimension of the digital competencies; this was particularly the case with communication and collaboration, rho = 0.853, and digital content creation, rho = 0.863. As such, there is evidence that increasing digital literacy may help improve the learners’ self-confidence in achieving academic success and address the problem of early school leaving, as well as improve competitiveness in the European Union labor market. This study suggests that appropriate curricula and/or workshops to strengthen these effectiveness- and efficiency-related competencies be disseminated to education stakeholders and the findings published in relevant outlets. This research therefore fits within the larger body of literature on the inclusion of digital literacy within tertiary education, information science, and technology.

Keywords: academic self-efficacy; communication and collaboration; digital competencies; digital content creation; information literacy; problem-solving; technology in education (search for similar items in EconPapers)
JEL-codes: A13 A14 P P0 P1 P2 P3 P4 P5 Z1 (search for similar items in EconPapers)
Date: 2024
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/2075-4698/14/11/226/pdf (application/pdf)
https://www.mdpi.com/2075-4698/14/11/226/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsoctx:v:14:y:2024:i:11:p:226-:d:1512217

Access Statistics for this article

Societies is currently edited by Ms. Farrah Sun

More articles in Societies from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().