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The relationship between digital literacy, academic self-efficacy, and social support with academic adjustment in high school students
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Darush Mehrafzoon   , Sama Najafi |
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Abstract: (44 Views) |
The present study was conducted with the aim of analyzing the relationship between digital literacy, academic self-efficacy, and social support with academic adjustment in high school students. The design of the present study was descriptive correlational and the population of the present study. All female high school students in Tehran, District 5. The sample of the present study was 338 people who were randomly selected and the sampling method was available. The questionnaires of academic adjustment by Baker and Seriak (1984), social support by Wax et al. (1986), academic self-efficacy by Mejli et al. (2000), and digital literacy by Rodriguez et al. (2016) were used to analyze the data. Structural equation modeling and SPSS27 and AMOS24 software were used. The "social support" index with a coefficient of 𝛽 = 0.345 is in first place, the "digital literacy" index with a coefficient of 𝛽 = 0.244 is in second place, and the "academic self-efficacy" index with a coefficient of 𝛽 = 0.205 is in third place. Considering the positive value of the B coefficients, it can be concluded that the relationship between digital literacy, academic self-efficacy, and social support is direct with students' academic adjustment. This result also emphasizes the importance of a comprehensive and integrated view of the factors affecting academic success and shows that
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| Keywords: social support, academic self-efficacy, academic adjustment, digital literacy |
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Full-Text [DOCX 44 kb]
(22 Downloads)
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Type of Study: Research |
Received: 1400/01/09 | Accepted: 1400/01/09 | Published: 1400/01/09
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