Relationship Between Digital Dependency and Academic Self-Efficacy

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Abhinav Raj

Independent Researcher

India

Abstract

In the digital era, students’ reliance on technology for academic, social, and personal activities has grown exponentially, raising questions about its impact on learning beliefs. This manuscript examines the relationship between digital dependency—defined as the compulsive or excessive use of digital devices and platforms—and academic self‑efficacy, which refers to students’ beliefs in their capabilities to organize and execute actions necessary to achieve specific academic goals. Drawing on a cross‑sectional survey of 350 undergraduate students across multiple disciplines, we explore how varying degrees of digital dependency correlate with self‑reported academic confidence, motivation, and performance indicators. Employing validated scales for informational, social, and entertainment dependency alongside a robust academic self‑efficacy instrument, we conducted descriptive analyses, Pearson correlations, and hierarchical multiple regressions, controlling for screen time and demographic variables. Results reveal a nuanced pattern: while informational dependency—purposeful use of digital resources for academic tasks—positively predicts self‑efficacy by enhancing access to study materials and fostering mastery experiences, social and entertainment dependencies detract from students’ confidence by fragmenting attention and encouraging procrastination. Notably, the strongest negative effect emerged from compulsive social media use, which interrupted study schedules and elevated anxiety about academic performance. These findings underscore that balanced digital engagement—where technology serves as a tool rather than a distraction—is crucial for bolstering students’ belief in their academic capabilities. Educational implications include integrating digital literacy workshops, self‑regulation training, and institution‑wide monitoring of high‑risk digital behaviors. By illuminating how specific patterns of digital dependency influence academic self‑efficacy, this study provides actionable insights for educators and policymakers aiming to harness the benefits of technology while mitigating its unintended drawbacks.

Keywords

Digital dependency; academic self-efficacy; digital literacy; self-regulation; higher education

References

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