Jurnal Psikologi Pendidikan & Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling Volume 12 Nomor 1 June 2026.
Hal 33-39 p-ISSN: 2443-2202 e-ISSN: 2477-2518 Homepage: http://ojs.
id/index.
php/JPPK DOI: https://doi.
org/10.
26858/jpkk.
The effect of academic digital literacy on university students' academic self-efficacy Kurniawati Muniha Rahman Arpa Department of Psychology.
Universitas Muhammadiyah Malang.
Indonesia Email:arpakurniawati@gmail.
Zainul Anwar* Department of Psychology.
Universitas Muhammadiyah Malang.
Indonesia Email:zainulanwar@umm.
*) Correspondent author (Received: 13-02-2026.
revised: 07-04-2026.
accepted: 16-02-2026: published: 05-06-2.
Abstract: The rapid advancement of digital technology in education requires university students to possess adequate academic digital literacy skills to support successful learning.
This study aimed to examine the effect of academic digital literacy on university students' academic self-efficacy using a quantitative, simple linear regression analysis.
The study involved 306 undergraduate students aged 18-25 years, recruited through convenience .
Data were collected using the Academic Digital Literacy Scale to measure academic digital literacy and the Academic Self-Efficacy Scale (TASES) to assess academic selfefficacy.
Data were analyzed using Jamovi software.
The results indicated that academic digital literacy significantly and positively predicted academic self-efficacy (B = 1,35, p < ,.
, accounting for 37,6% of the variance in academic self-efficacy.
These findings suggest that higher levels of academic digital literacy are associated with stronger academic self-efficacy among university students.
Future research is recommended to examine other factors that may contribute to academic self-efficacy, such as learning motivation, social support, and digital learning strategies.
Keywords: academic digital literacy.
academic self-efficacy.
university students.
Abstrak.
Perkembangan teknologi digital dalam dunia pendidikan menuntut mahasiswa memiliki kemampuan literasi digital akademik yang memadai untuk mendukung keberhasilan belajar.
Penelitian ini bertujuan untuk mengetahui pengaruh literasi digital akademik terhadap efikasi diri akademik mahasiswa dengan pendekatan kuantitatif, menggunakan teknik analisis regresi linier sederhana.
Penelitian melibatkan 306 mahasiswa dengan rentang usia 18-25 tahun yang dipilih menggunakan teknik accidental sampling.
Data dikumpulkan menggunakan Academic Digital Literacy Scale untuk mengukur literasi digital akademik serta The Academic Self-Efficacy Scale (TASES) untuk mengukur efikasi diri akademik, kemudian dianalisis menggunakan software Jamovi.
Hasil analisis menunjukkan bahwa literasi digital akademik berpengaruh positif dan signifikan terhadap efikasi diri akademik (B = 1,35.
p = 0,000.
p < 0,.
, dengan kontribusi pengaruh sebesar 37,6%.
Temuan tersebut menegaskan bahwa semakin tinggi tingkat literasi digital mahasiswa, semakin tinggi pula efikasi diri akademiknya.
Penelitian selanjutnya disarankan untuk mengkaji faktor lain yang dapat memengaruhi efikasi diri akademik, seperti motivasi belajar, dukungan sosial, dan strategi pembelajaran digital.
Katakunci: efikasi diri akademik.
literasi digital akademik.
CopyrightA2017UniversitasNegeriMakassar.
ThisisanopenaccessarticleundertheCCBY-NC-NDlicense .
ttp://creativecommons.
org/licenses/by-nc-nd/4.
0/).
34 | Jurnal Psikologi Pendidikan & Konseling Vol.
12 No.
1 June 2026
INTRODUCTION
Advances in digital technology in higher education have significantly transformed how students access information, complete academic assignments, and adapt to increasingly technologybased learning systems.
This condition requires university students to possess adequate digital literacy skills to access, evaluate, process, and use digital information appropriately and effectively to support their academic activities (Georgopoulou et , 2.
However, high academic demands, including assignment completion requirements, online learning activities, and the need to understand various digital resources, often lead to a decline in students' academic self-efficacy, particularly when they perceive themselves as being unable to manage academic challenges effectively (Zhao et al.
, 2.
In this context, academic digital literacy is an essential competence that enables students to search for, critically evaluate, and apply digital information effectively to support academic Previous research has demonstrated a positive association between digital literacy, academic self-efficacy, and student engagement, particularly in hybrid and online learning environments (Jaya & Nurqamarani, 2.
Previous studies have shown that university students with low academic self-efficacy tend to demonstrate lower motivation and learning engagement, avoid challenging academic tasks, and attain less optimal academic outcomes (Honicke & Broadbent, 2016.
Getenet et al.
Low academic self-efficacy remains prevalent in higher education and has significant implications for students' continuity of study.
Students with limited academic self-efficacy tend to be less able to sustain effort when encountering academic difficulties, placing them at risk of delays in completing assignments, prolonged study periods, and the development of learned helplessness that undermines their participation in learning activities (Mega et al.
, 2.
In the long term, the accumulation of these difficulties may increase the risk of academic failure and dropout, which adversely affects not only individual students but also higher education institutions (Pekrun et al.
, 2.
The issue of academic self-efficacy has become increasingly complex as digital learning demands continue to expand in higher education.
University students are expected to search for, evaluate, and manage various forms of academic information through digital technologies, which requires not only technical skills but also confidence in their own abilities.
Students' inability to develop successful mastery experiences within digital academic contexts may weaken their academic self-efficacy (Usher & Pajares, 2.
This condition indicates that contemporary academic challenges require both technological and psychological resources.
One factor considered relevant in explaining university students' academic selfefficacy is academic digital literacy (Jaya & Sucipto, 2.
Academic digital literacy refers to the ability to use digital technology in learning contexts, including skills in searching for and evaluating information sources, managing academic tasks and study time, collaborating online, and maintaining academic integrity (Yldz Durak & Aydodu, 2.
Thus, academic digital literacy does not merely reflect technical rather, it integrates cognitive, social, and ethical competencies that support students' success in the digital learning era.
A growing body of empirical research has demonstrated that digital literacy is closely associated with academic self-efficacy.
Adequate digital literacy has been shown to contribute to increased student confidence in learning, reduced tendencies toward academic procrastination, and greater engagement in online learning environments (Yuan et al.
, 2024.
Zhang, 2.
University students with adequate academic digital literacy are more likely to feel confident in addressing technology-based academic demands, whereas limited digital literacy may weaken their academic self-efficacy.
Accordingly, a research gap remains regarding the role of academic digital literacy in strengthening students' confidence in their academic abilities amid increasingly complex digital learning demands.
Therefore, this study aimed to examine the effect of academic digital literacy on university students' academic selfefficacy.
In this study, academic self-efficacy was treated as the dependent variable (Y), with academic digital literacy as the independent variable (X).
The hypothesis proposed that Arpa.
Anwar The effect of AiC35 academic digital literacy would positively predict university students' academic self-efficacy.
METHOD
This study employed a quantitative, simple linear regression design to examine the effect of academic digital literacy on university students' academic self-efficacy.
The variables examined in this study were academic digital literacy (X) and academic self-efficacy (Y).
Operationally, academic digital literacy refers to students' ability to search for, evaluate, and use digital information effectively, critically, and ethically within academic contexts, whereas academic selfefficacy refers to students' beliefs in their ability to organize, manage, and complete learning-related tasks effectively.
Table 1.
Summary of Actual Statistical Power Parameter Total Sample Size (N) Effect Size .
A) Alpha () Power .
Oe ) A statistical power value of approximately 0,87Ae0,88 indicates that this study had strong statistical power, exceeding the commonly recommended minimum standard of 0,80.
This means that the probability of detecting an effect that genuinely exists in the population was greater.
Data were collected using a questionnaire consisting of the Academic Digital Literacy Scale (Anwar et al.
, 2.
, which demonstrated a Cronbach's alpha reliability coefficient of 0,87, and the adapted Academic Self-Efficacy Scale (Darmayanti et al.
, 2.
, which demonstrated a reliability coefficient of 0,893.
Data were analyzed using simple linear regression to examine the contribution of the predictor variable, academic self-efficacy, to the criterion variable, academic digital literacy, in Jamovi version 2.
RESULTS AND DISCUSSION
The results indicated that university students' academic digital literacy was in the high category, with a mean score of 41.
6 and a standard deviation of 4,68.
A total of 86,6% of respondents were classified as having high academic digital The participants were 306 university students in Indonesia aged 18Ae25 years enrolled in undergraduate programs across various fields of Participants were recruited using a nonprobability sampling technique, specifically convenience .
sampling, in which respondents were selected based on their accessibility and willingness to participate in accordance with the criteria established by the The minimum required sample size was determined through statistical power analysis using G*Power version 3.
By specifying an effect size of 0,15, an alpha error probability of 0,05, and a power of 0,80, the calculation indicated that this study required at least 270 respondents.
Data collection resulted in a final sample of 306 Value 0,15 0,05 0,87-0,88 literacy, whereas 13,4% were classified as having moderate academic digital literacy.
These findings indicate that most students possessed adequate digital competencies in accessing information, organizing learning resources, evaluating the credibility of academic materials, and using these resources appropriately and ethically to support the learning process.
For the academic self-efficacy variable, the mean score was 81.
3 (SD = 10.
, with 76,1% of respondents in the high category and 23,9% in the moderate category.
These results indicate that most university students believed they could regulate their learning processes, fulfill academic responsibilities, and achieve learning goals Prior to inferential analysis, a KolmogorovSmirnov normality test was conducted.
The result yielded a significance value of 0,271, which was greater than the significance level of 0,05.
This result indicates that the data were normally distributed and, therefore, appropriate for analysis using parametric statistical techniques.
36 | Jurnal Psikologi Pendidikan & Konseling Vol.
12 No.
1 June 2026 The analysis showed that academic digital literacy had a positive and significant effect on university students' academic self-efficacy (B = 1,35.
p < .
The regression model was statistically significant, with an F-value of 183 and a coefficient of determination (RA) of ,376, indicating that academic digital literacy accounted for 37,6% of the variance in university students' academic self-efficacy.
Meanwhile, the remaining 62,4% of the variance in academic self-efficacy was attributable to other factors outside the research model.
Nevertheless, the findings suggest that the higher the students' academic digital literacy, the stronger their confidence in facing and completing academic tasks.
The findings demonstrate that academic digital literacy positively and significantly affects university students' academic self-efficacy.
This indicates that the stronger the students' ability to access, evaluate, and use digital resources for academic purposes, the greater their confidence in managing and completing learning-related Students with adequate academic digital literacy tend to be more confident in understanding course materials, completing assignments, and achieving established academic goals (Apaza et al.
, 2025.
Gonzylez-Prida et al.
Zakir et al.
, 2.
Thus, the hypothesis that academic digital literacy affects university students' academic self-efficacy was supported.
These findings are consistent with previous studies emphasizing the important role of digital literacy in strengthening university students' academic confidence.
Rahman .
found that digital literacy accounted for 33% of students' selfefficacy, whereas Javier-Aliaga et al.
and Leuwol et al.
demonstrated that digital competence, particularly information-seeking skills, reference management, and the use of learning management systems, contributes to successful learning experiences.
In addition.
Azizah et al.
emphasized that the aspects of digital literacy most influential in shaping selfefficacy are not limited to technical skills, but also Students who can distinguish credible information and use digital platforms for academic support demonstrate greater confidence in achieving learning goals (Han, 2026.
Yusnidah.
Theoretically, the findings of this study can be explained through Bandura's .
social cognitive theory, particularly the concept of enactive mastery experience as the primary source of self-efficacy development.
A more detailed presentation of the findings is provided in Table 2.
Table 2.
Results of the Analysis Predictor Variable Academic Digital Literacy 1,35 With university students' academic selfefficacy as the dependent variable, an RA value of ,376 indicates that academic digital literacy explained 37,6% of the variance in academic selfefficacy.
The regression model was significant at p < ,001.
Mastery of academic digital literacy enables university students to acquire repeated successful experiences in digital learning contexts, such as technology-based conducting online research, and collaborating These successful experiences strengthen students' confidence as they face subsequent academic challenges.
Harris and MacArthur .
Gonzylez-Morales .
, van Zyl et al.
, and Leuwol et al.
further emphasized that digital competence is a significant predictor of academic self-efficacy and helps RA
,376
< ,001
students adapt to changes in technology-based learning systems.
The data categorization results showed that most respondents were classified in the high category for both academic digital literacy .
6%) and academic self-efficacy .
,1%).
This condition reflects university students' readiness to respond to academic demands in the digital era and supports the regression findings, which indicated that academic digital literacy explained 37,6% of the variance in academic self-efficacy.
These results are consistent with Jaya and Sucipto .
, who reported that academic digital literacy positively contributed to academic self-efficacy and student engagement in hybrid learning.
In addition.
Widowati et al.
and Li et .
showed that digital literacy and selfefficacy play important roles in increasing Arpa.
Anwar The effect of AiC37 students' academic engagement and learning Meanwhile.
Getenet et al.
and Ying Zhang .
revealed that digital literacy and confidence in using technology are engagement in digital learning and their academic confidence (Liesa et al.
, 2.
Nevertheless, 4% of the variance in academic self-efficacy was accounted for by other factors, including prior learning experiences, social support, learning motivation, and individual psychological factors.
Furthermore, the use of convenience .
sampling limits the generalizability of the findings, as participants were recruited based on ease of access and may not fully represent the broader university student population.
Accordingly, future studies should consider incorporating additional relevant variables, employing longitudinal designs, and integrating quantitative and qualitative approaches to better understand the development of university students' academic self-efficacy.
CONCLUSION AND SUGGESTION
Based on the findings described above, it can be concluded that academic digital literacy has a positive and significant effect on university students' academic self-efficacy.
This finding indicates that students with stronger abilities to access, evaluate, and use digital resources for academic purposes tend to possess greater confidence in addressing, managing, and completing various academic tasks.
Nevertheless, the coefficient of determination indicates that academic self-efficacy cannot be fully explained by academic digital literacy alone, as other factors beyond the variables examined in this study also contribute to its development.
Thus, the findings make empirical contributions to the field of educational psychology, particularly by explaining the role of academic digital literacy as a predictor of university students' academic self-efficacy in digital learning contexts.
Based on these findings, future research is expected to examine factors such as social support, management, and other psychological variables, and to use intervention-based designs to examine changes in academic self-efficacy over time.
addition, higher education institutions are encouraged to develop academic digital literacy training programs encompassing strategies for searching scholarly journal articles, using academic databases, identifying academic misinformation, evaluating source credibility, preventing plagiarism, and using reference and citation management software.
REFERENCES