Mediating Effect of Technological Self-Efficacy on Digital Competence and Learning Engagement Among Alternative Learning System Learners

This study explored the mediating effect of Technological Self-Efficacy (TSE) on the relationship between Digital Competence (DC) and Learning Engagement (LE) among Alternative Learning System (ALS) Junior High School learners. Using a quantitative-correlational design, data were gathered from ALS learners through standardized survey instruments. Descriptive analysis showed that learners had high levels of DC, TSE, and LE, with emotional engagement rated the highest. Pearson correlation results revealed strong positive and significant relationships among all variable pairs: DC and LE, DC and TSE, and TSE and LE. Regression analysis confirmed that DC significantly predicted both TSE (path a) and LE (path c), and that TSE also significantly predicted LE (path b). When both DC and TSE were included in the model, the effect of DC on LE was reduced, indicating partial mediation. This was statistically supported by the Sobel test. The findings suggest that while digital competence directly contributes to learning engagement, its influence is stronger when learners have high technological self-efficacy. The study offers recommendations for ALS stakeholders, including strategies for integrating digital tools, strengthening learners’ confidence in using technology, and enhancing curriculum and policy support for technology-based learning environments.