<![CDATA[The advent of digital administration services has become a defining feature of distance and open learning institutions. Primarily, students rely on this platform ever since they contact the institution. This study explores how digital self-efficacy and the effectiveness of admissions applications can affect freshman satisfaction at the Universitas Terbuka. The study used the Cognitive and Technology Admissions model to analyze data collected from 175 freshmen enrolled at Universitas Terbuka. The data were then analyzed using the PLS-SEM statistical model. The results of the study show that the effectiveness of admission applications affects student satisfaction. It also has a significant effect on digital self-efficacy. In addition, the relationship between satisfaction and effectiveness is partly mediated by digital self-efficacy. The study's findings reveal that the percentage of students who are satisfied with the effectiveness of digital self-assessments and the number of satisfied students are significantly higher than those who are not. These findings support the idea that improving digital competency programs and admissions systems can improve student satisfaction.]]>
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