Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Journal of Economics, Entrepreneurship, Management Business and Accounting
Catteya Rejito
Universitas Padjadjaran, Indonesia
Economics, Econometrics & Finance

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
From Digital Competence to Self-Reported Academic Performance: The Mediating Role of Learning Agility in Higher Education Students Kurnia Khafidhatur Rafiah; Catteya Rejito
Journal of Economics, Entrepreneurship, Management Business and Accounting Vol 4 No 4 (2026): Volume 4, Issue 4, July 2026
Publisher : CV. Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jeemba.v4i4.1817

Abstract

Purpose – This study examines the associations of digital competence with self-reported academic performance and learning agility, as well as the association between learning agility and self-reported academic performance. It also tests whether learning agility statistically mediates the relationship between digital competence and self-reported academic performance among undergraduate students in digitally intensive higher education environments. Design/methodology/approach – This study used an explanatory cross-sectional survey with 587 undergraduate respondents and partial least squares structural equation modelling (PLS-SEM). The analysis distinguished direct, indirect, and total associations, evaluated the reflective measurement model, and included a power-based sample-adequacy check and a post hoc full-collinearity assessment for potential common-method bias. Finding/Results – Digital competence was positively associated with self-reported academic performance (β = .460, p < .001) and learning agility (β = .602, p < .001), while learning agility was positively associated with self-reported academic performance (β = .323, p < .001). The indirect association through learning agility was significant (β = .195, p < .001), consistent with complementary partial mediation. The model explained 36.2% of the variance in learning agility and 49.5% of the variance in self-reported academic performance. Originality/Value – This study offers a process-oriented, but non-causal, interpretation of the relationship between digital competence and students’ perceived academic effectiveness by identifying learning agility as a plausible adaptive correlate. The findings should be interpreted conditionally on the study’s cross-sectional, self-report design and on the aggregate specification of digital competence.
Co-Authors Kurnia Khafidhatur Rafiah