The Relationship between Digital Addiction and Academic Self-efficacy among College Students

Abstract

Digital addiction and academic self-efficacy have become important areas of interest among college students as digital technologies have become increasingly integrated into academic and daily activities. This study was conducted to determine the level of digital addiction, the level of academic self-efficacy, and the significant relationship between these variables among college students. A descriptive-correlational research design was employed, and data were gathered from 307 college students through survey questionnaires. The level of digital addiction was found to be high, with Dependence and Overuse obtaining the highest mean scores, while Inhibiting the Flow of Life obtained the lowest mean among the five indicators. Likewise, academic self-efficacy was found to be high, with Drive and Prudence obtaining the highest mean scores, while Disposition obtained the lowest mean. A statistically significant positive relationship was found between digital addiction and academic self-efficacy (r = .445, p < .000), indicating that higher levels of digital addiction were associated with higher levels of academic self-efficacy among the respondents. This result suggests that digital engagement may serve multiple functions in students’ academic routines, including access to information, communication, task management, and academic resources. However, because the study employed a descriptive-correlational design, the finding indicates an association between the variables and does not establish a causal relationship. Overall, the study provides empirical evidence that contributes to the understanding of digital behavior and academic self-efficacy among college students in a regional higher education institution in the Philippines.