Digital Guidance and Psychological Resilience: The Mediating Role of Self-Efficacy
DOI:
https://doi.org/10.58524/oler.v6i3.1287Keywords:
Mediation Analysis, Perceived Digital Guidance, Psychological Resilience, Secondary School Students, Self-EfficacyAbstract
Digital learning environments require students to manage academic demands alongside psychological and technological challenges, making psychological resilience increasingly important. However, the mechanism linking perceived digital guidance to students’ psychological resilience remains insufficiently understood, particularly the role of self-efficacy as a potential explanatory pathway. This study examined the relationships among perceived digital guidance, self-efficacy, and psychological resilience among secondary school students engaged in digital learning. A cross-sectional quantitative design was employed with students from secondary schools across Lampung Province, Indonesia, selected through multistage stratified random sampling. Data were collected using validated online self-report measures and analyzed using mediation analysis with Hayes’ PROCESS Model 4. The findings showed that perceived digital guidance was positively associated with both self-efficacy and psychological resilience. Self-efficacy was also positively associated with psychological resilience and accounted for a significant indirect association between perceived digital guidance and resilience, while the direct association remained significant. These findings suggest that students who perceive digital guidance as accessible, responsive, and useful tend to report greater confidence in managing learning challenges, which is associated with stronger psychological adaptation. This study extends research on digitally supported learning by identifying self-efficacy as an important psychological pathway linking perceived digital guidance and resilience, highlighting the value of supportive digital guidance in fostering psychologically responsive learning environments
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