The Impact of Digital Competences on Academic Procrastination in Higher Education: A Structural Equation Modeling Approach

Autor/in	Fayda-Kinik, F. Sehkar
Titel	The Impact of Digital Competences on Academic Procrastination in Higher Education: A Structural Equation Modeling Approach
Quelle	In: Pegem Journal of Education and Instruction, 13 (2023) 3, S.25-35 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Fayda-Kinik, F. Sehkar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-0655
Schlagwörter	Digital Literacy; Time Management; Structural Equation Models; Undergraduate Students; Foreign Countries; Self Concept; Internet; Student Participation; Student Attitudes; Turkey + Suchen Sie Ihr Suchwort? Zeitmanagement; Ausland; Selbstkonzept; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; Türkei
Abstract	In the post-pandemic period, as a result of digitally-surrounded learning environments in higher education institutions (HEIs), some obstacles are observed in learning procedures such as academic procrastination because of poor digital competences. Because of the limited research focusing on specifically digital competences and academic procrastination of students in the post-pandemic period where HEIs have been digitally transformed at an unprecedented speed 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 the 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. The results of this study contribute to filling the research gap in the field of higher education by providing significant implications to policy-makers, educational administrators, and faculty in universities. (As Provided).
Anmerkungen	Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: https://www.pegegog.net/index.php/pegegog
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01