International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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The Mediating Effect of Digital Literacy on the Academic Self-Regulation and Problem-Solving Attitudes of Science Students

Author(s) Ella Lupian Taran, Michelle Y Acledan
Country Philippines
Abstract This study examined the mediating role of digital literacy in the relationship between academic self-regulation and students’ problem-solving attitudes in science. Participants included 300 Senior High School STEM students from public schools in the Division of Cotabato. A descriptive-correlational design was utilized, with data collected through validated Likert-scale questionnaires and analyzed using descriptive statistics, Pearson correlation, regression analysis, and the Sobel z-test. Results revealed that students demonstrated a high level of academic self-regulation (x̄ = 3.90, SD = 0.52) and advanced digital literacy (x̄ = 3.98, SD = 0.48), but only a moderate level of problem-solving attitude (x̄ = 3.26, SD = 0.61). Correlation analysis showed significant positive relationships among all variables: academic self-regulation and digital literacy (r = .548, p < .001), digital literacy and problem-solving attitude (r = .465, p < .001), and academic self-regulation and problem-solving attitude (p < .05). Regression results indicated the direct effect of self-regulation on problem-solving attitude decreased from β = .450 to β = .279, confirming a partial mediation effect. These findings emphasize that digital literacy amplifies the positive influence of academic self-regulation on students’ problem-solving attitudes, underscoring its crucial role in fostering confidence, perseverance, and engagement in science learning within technology-enhanced environments.
Published In Volume 7, Issue 5, September-October 2025
Published On 2025-10-31
DOI https://doi.org/10.36948/ijfmr.2025.v07i05.59181
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