Digital Competence, Self-Efficacy, and Time Management among Senior High School Students

This study aimed to determine whether digital competence and self-efficacy significantly influence time management among senior high school students. Stratified random sampling was used, which included 240 students. Through non-experimental quantitative descriptive-correlational research technique, validated questionnaire, Mean, Pearson-Product Moment Correlation Coefficient (Pearson-r), and Multiple Linear Regression Analysis, results revealed that digital competence, self-efficacy, and time management among students were high or oftentimes manifested. The results also showed that digital competence and self-efficacy were significantly correlated with time management. Additionally, digital competence and self-efficacy were significant predictors of time management. However, self-efficacy exhibited a more substantial influence, reinforcing its critical role in time management. The findings suggest that while technical skills contribute to efficient time use, psychological factors such as self-belief play a more decisive role in effective time management. Future studies may investigate the long-term effects of combined digital competence and self-efficacy interventions using longitudinal and experimental designs, including randomized controlled trials (RCTs).