The Effect of Academic Self-Efficacy on Learning Engagement in University Students with Edutech-Based Course Experience: The Mediating Role of Digital Literacy

This study analyzed the impact of academic self-efficacy on learning engagement among university students with experience in edutech-based courses, focusing on the mediating effect of digital literacy. A self-reported survey was conducted with 203 university students and multiple regression analysis and Sobel tests were performed using SPSS 22.0. The results indicated that academic self-efficacy significantly influenced all subdimensions of learning engagement, with self-regulated efficacy emerging as the strongest predictor. In addition, academic self-efficacy contributed to higher levels of digital literacy and digital literacy positively affected learning engagement, serving as a partial mediator between academic self-efficacy and learning engagement. These findings suggest the importance of instructional design in edutech-based learning environments that holistically integrates learners’ psychological, cognitive and digital capacities.