The Role of Social Support in Moderating the Impact of Digital Literacy and Metacognitive Skills on Self-Efficacy among Students
The Role of Social Support in Moderating the Impact of Digital Literacy and Metacognitive Skills on Self-Efficacy among Students

Summary/Abstract: Background/purpose. This study investigates the relationship between digital literacy, metacognitive skills, social support, and students' selfefficacy to better understand the factors that influence academic confidence and performance. Materials/methods. A survey was conducted with 116 participants, and data were analyzed using partial least squares structural equation modeling (PLS-SEM). The analysis examined the direct effects of digital literacy, metacognitive skills, and social support on self-efficacy, as well as the moderating role of social support. Results. The findings reveal significant positive effects of digital literacy (β = 0.540, p = 0.000), metacognitive skills (β = 0.675, p = 0.000), and social support (β = 0.600, p = 0.000) on self-efficacy. Notably, social support moderated the relationships between digital literacy and selfefficacy (β = 0.365, p = 0.001) and between metacognitive skills and self-efficacy (β = 0.408, p = 0.008). Additionally, the combined influence of digital literacy and metacognitive skills on self-efficacy was amplified by social support (β = 0.522, p = 0.001). Conclusion. This research highlights the necessity of developing digital literacy, social support networks, and metacognitive skills to boost students' self-efficacy. For students to learn proficiently, schools need to extend social support programs that would enable students to apply their cognitive and digital skills with confidence.

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