Relationship between digital capabilities and academic performance: the mediating effect of self-efficacy

Abstract

Abstract Aims To assess digital capabilities and academic performance among nursing students and investigate the mediating role of students’ self-efficacy. Background In the context of education and technology, digital capabilities, self-efficacy, and academic performance among nursing students are interconnected concepts. Students who use their digital capabilities and competencies combined with their belief in the ability to efficiently perform learning tasks could improve their academic endeavors. Nevertheless, insufficient consideration has been placed on research understanding of the mediating roles and broad elements that influence their relationships. Methods A cross-sectional, correlational, descriptive, and quantitative study was established. During the 2022–23 academic year, data were gathered from 200 students. The Hayes Process Model 4 macro was employed to investigate the role of students’ self-efficacy mediating effect on the association between digital capabilities and academic performance. Results The digital capability level and self-efficacy level were high. Additionally, the academic performance level was moderate. The mediation analysis revealed that the direct effect of digital capabilities on student performance in the presence of the mediator was significant (b = 0.0063, p = 0.022). Hence, self-efficacy partially mediated the relationship between digital capabilities and student performance. Conclusion The study emphasized the importance of improving students’ digital capabilities that enhance their confidence and self-actualization. In addition, nursing students are encouraged to improve their sense of self-efficacy throughout their tenure in college because it is a predictor of future success.