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The work uses a nonexperimental, cross-sectional, correlational design with an academic self-efficacy single-item scale and a digital competence questionnaire. Statistical procedures include Spearman correlation, Kolmogorov-Smirnov, and Mann-Whitney U tests. Results show no gender differences and a significant positive association (rho=0.438; p\u003C0.001), including links with five digital competence dimensions.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/academic-self-efficacy-and-digital-competence-in-a-sample-of-university-students-open-access-research-article/600395/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/academic-self-efficacy-and-digital-competence-in-a-sample-of-university-students-open-access-research-article/600395.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main objective of the study?","Question",{"text":112,"@type":113},"To determine the relationship between academic self-efficacy and digital competence among undergraduate university students in Peru.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research design and sample were used?",{"text":117,"@type":113},"A nonexperimental, cross-sectional, correlational design with a non-probabilistic sample of 98 students from a private university in Peru.",{"name":119,"@type":110,"acceptedAnswer":120},"Do academic self-efficacy and digital competence differ by gender?",{"text":121,"@type":113},"No significant differences were found in academic self-efficacy and digital competence according to gender (p>0.05).",{"name":123,"@type":110,"acceptedAnswer":124},"What is the relationship between academic self-efficacy and digital competence?",{"text":125,"@type":113},"There is a significant positive correlation between academic self-efficacy and digital competence in students (rho=0.438; p\u003C0.001), and correlations also appear with five digital competence dimensions.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},600395,1792162328,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","OPEN ACCESS  \nResearch Article  \nContemporary Educational Technology, 2024, 16(4), ep540 ISSN: 1309-517X (Online)  \nAcademic self-efficacy and digital competence in a sample of university students  \nDavid Javier-Aliaga 1*  \n 0000-0002-6380-874X  \nOscar Rubén Silva Neyra 1  \n 0000-0003-4808-1236  \nYaquelin E. Calizaya-Milla 2  \n 0000-0002-0170-6131  \nJacksaint Saintila 3  \n 0000-0002-7340-7974  \n1 Instituto para la Calidad de la Investigación (ICED), Universidad de San Martín de Porres, Lima, PERU  \n2 Universidad Peruana Unión, Lima, PERU  \n3 Universidad Señor de Sipán, Chiclayo, PERU  \n* Corresponding author: [davidjavieraliaga@gmail.com](davidjavieraliaga@gmail.com)  \nCitation: Javier-Aliaga, D., Silva Neyra, O. R., Calizaya-Milla, Y. E., & Saintila, J. (2024) . Academic self-efficacy and digital competence in a sample of university students. Contemporary Educational Technology, 16(4), ep540.  \n[https://doi.org/10.30935/cedtech/15601](https://doi.org/10.30935/cedtech/15601)  \nARTICLE INFO ABSTRACT  \n\n| Received: 17 Oct 2023\u003Cbr>Accepted: 7 Feb 2024\u003Cbr>INTRODUCTION | The objective of this study is to determine the relationship between academic self-efficacy and digital competence in a sample of undergraduate university students in Peru. The design was nonexperimental, cross-sectional, and correlational. The non-probabilistic sample consisted of 98 students from a private university in Peru. Academic self-efficacy single-item scale and digital competence questionnaire were used. Spearman correlation coefficient, Kolmogorov-Smirnov test, and Mann-Whitney U test were used for statistical analysis. The statistical program used was SPSS v. 25. The average academic self-efficacy obtained was 3.73 (standard deviation [SD]=0.73) . Regarding digital competence, the mean recorded was 72.34 (SD=11.57) . Additionally, it was found that there were no significant differences in academic self-efficacy and digital competence according to gender (p>0.05) . Similarly, it was found that there is a significant correlation between academic self-efficacy and digital competence in students (rho=0.438; p\u003C0.001) . Similarly, it was found that there is a correlation between academic self-efficacy and the five dimensions of digital competence (information, communication, content creation, technological security and problem-solving) in university students (p\u003C0.05) . This research could contribute to the development of programs, courses, or psychoeducational strategies for the development of academic self-efficacy and digital competence in university students.\u003Cbr>Keywords: academic self-efficacy, digital competence, DigComp 2.0, DigCompEdu, university students |\n| --- | --- |\n\nSelf-efficacy influences people’s success in different areas and situations in life (Bandura, 1997; Uzun & Karatas, 2020) . Therefore, this psychoeducational construct was studied in different fields of human endeavor: emotional, obstetric, occupational, nutritional, social, among others (Ahmad et al., 2014; Caprara et al., 2022; Peng et al., 2021; Shakarami et al., 2021; Yang et al., 2021) . For this reason, the interrelationship between self-efficacy and digital competence should be explored in the academic context.  \nThe research was conducted to obtain a master’s degree by the main author of the study.  \nSelf-efficacy is found within the theoretical framework of social cognitive theory proposed by Bandura (1997) . This variable is defined as an individual’s personal assessment of his or her own ability to perform ina given field (Bandura, 1997). Self-efficacy is different from self-esteem. Although self-efficacy is related to the judgment of one’s own ability, self-esteem refers to the judgment of a person’s own worth (Bandura, 2006) . In addition, Bandura (1997) argues that self-efficacy develops as a function of four sources of beliefs: mastery experience, vicarious experience, verbal persuasion, and physiological reactions. On the other hand, selfefficacy is not a general cons","cbCaig6lqxcZlyju","https://ap.wps.com/l/cbCaig6lqxcZlyju","pdf",221835,11,"English","# Introduction\n## Study objective and design\n## Measures and statistical analyses\n## Key findings on gender differences and correlations\n# Theoretical background\n## Social cognitive theory and self-efficacy\n## Academic self-efficacy and related constructs\n## Digital competence and ICT terminology","[{\"question\":\"What is the main objective of the study?\",\"answer\":\"To determine the relationship between academic self-efficacy and digital competence among undergraduate university students in Peru.\"},{\"question\":\"What research design and sample were used?\",\"answer\":\"A nonexperimental, cross-sectional, correlational design with a non-probabilistic sample of 98 students from a private university in Peru.\"},{\"question\":\"Do academic self-efficacy and digital competence differ by gender?\",\"answer\":\"No significant differences were found in academic self-efficacy and digital competence according to gender (p\\u003e0.05).\"},{\"question\":\"What is the relationship between academic self-efficacy and digital competence?\",\"answer\":\"There is a significant positive correlation between academic self-efficacy and digital competence in students (rho=0.438; p\\u003c0.001), and correlations also appear with five digital competence dimensions.\"}]","Academic self-efficacy and digital competence in a sample of university students - open access research article | PDF",1792090605,28]