The Impact of Digital Competences on Academic Procrastination in Higher Education: A Structural Equation Modeling Approach
DOI:
https://doi.org/10.47750/pegegog.13.03.03Keywords:
Digital competences, academic procrastination, higher education, structural equation modelingAbstract
In the post-pandemic period, as a result of digitally-surrounded learning environments in higher education institutions, it is significant to reconsider the impact of digital competences on academic procrastination. Because of the limited research in the literature, this study aims to identify undergraduate students’ levels of digital competences and academic procrastination and to explore the impact of digital competences on their attitudes towards academic procrastination in higher education. In a quantitative research design, 521 undergraduate students were surveyed taking online classes from different departments in different universities in Turkey. Descriptive analyses and structural equation modeling (SEM) were performed on the collected data by using SPSS v26.0 and IBM AMOS v24.0. According to descriptive results, it was revealed that the overall average of the perceived digital competence is moderate, the perceived digital competences in everyday life online participation and learning are also moderate, and the highest digital competence is the students' perception of hedonic e-citizenship while the lowest perception refers to digital creation skills, and the students' attitude towards academic procrastination is low. The SEM results indicated that the self-perceived digital competences negatively affect academic procrastination; in other words, as the level of self-perceived digital competences increases, students’ attitude towards academic procrastination decreases.
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