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All Journal J-REaLL Public Resource Innovation Management and Excellence (PRIME)
Leonardo Davidsi Sipayung
Universitas Negeri Makassar
Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Determination of Student Financial Behavior: The Mediating Effect of Self-Efficacy and Locus of Control Fitriana Fitriana; Leonardo Davidsi Sipayung; Andhi Febisatria; Zulfahmi Zulfahmi; Aryan Agus Pratama
Public Resource Innovation Management and Excellence February 2026 , Volume 3 Number 1
Publisher : Public Resource Innovation Management and Excellence

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigates the effects of financial literacy, digital financial literacy, financial attitudes, and hedonistic lifestyles on financial behavior with self-efficacy and locus of control as mediating variables. The study used qualitative approach with survey design involving 200 students at State University of Makassar. Data was analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings indicated that financial literacy, digital financial literacy, and hedonistic lifestyle significantly influence to self-efficacy. In contrast, financial attitude does not have a statistically significant effect on self-efficacy. Furthermore, financial literacy, digital financial literacy, and financial attitude significantly influence to locus of control, while hedonistic lifestyle does not exert a meaningful influence on this construct. Concerning financial behavior, both of financial literacy and financial attitude show significant direct effect, whereas digital financial literacy and hedonistic lifestyle do not exhibit significant direct relationships. In addition, self-efficacy has a significant effect on financial behavior, while locus of control does not significantly predict this outcome. The mediation analysis indicates that only hedonistic lifestyle has a significant indirect effect on financial behavior through self-efficacy, whereas other indirect effect through self-efficacy and locus of control are not statistically significant. These findings suggest that self-efficacy functions as a more salient psychological mechanism than locus of control in connecting cognitive determinants and lifestyle orientation to financial behavior. This study's will contribute to the theoretical literature by clarifying the differential role of self-efficacy and locus of control. It offers practical implications, emphasizing that improving students’ financial behavior requires strengthening their confidence in financial decision-making and enhancing financial literacy.
The mediating role of critical thinking skills in the relationship between technology-based learning, digital competence, and academic achievement Sulfiani Masri; Leonardo Davidsi Sipayung; Andhi Febisatria
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24783

Abstract

Teaching and learning approaches have developed alongside the growing adoption of digital technologies in higher education. However, the effect of these technologies on students' academic achievement remains unclear. Previous research has yielded mixed findings. Several studies suggest that digital competence and technology-based learning enhance academic performance, while others report only marginal advantages, especially for students with lower cognitive abilities. These discrepancies highlight a notable gap in the literature, as previous research has largely concentrated on academic performance, digital learning, and digital competence separately without sufficiently explaining the mechanisms that link them. This limitation leads to an incomplete understanding of how digital technologies improve learning outcomes and may contribute to inefficient implementation in educational settings. Therefore, there is a need for a more integrated framework to clarify these relationships. This study proposes a model that views critical thinking as a crucial mediating mechanism that connects digital competence and technology-based learning to academic achievement. This study employs a survey of 264 purposively selected undergraduate students from a university in Makassar, with data analyzed using SEM-PLS. The findings demonstrate that technology-based learning and digital competence significantly affect academic achievement, both directly and indirectly through critical thinking as a mediating variable. Overall, this study emphasizes the importance of incorporating critical thinking into technology-based learning to promote academic achievement in higher education and provides empirical evidence of the role of cognitive processes in shaping digital learning outcomes.
Co-Authors Andhi Febisatria Aryan Agus Pratama Fitriana sulfiani masri Zulfahmi Zulfahmi