ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1590649
The relationship between digital literacy and college students' academic achievement: the chain mediating role of learning adaptation and online selfregulated learning
Provisionally accepted
- 1School of Mathematics, Hangzhou Normal University, Hangzhou, China
- 2Hangzhou Normal University, Hangzhou, Zhejiang Province, China
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Object: This study explores the relationship between digital literacy and college students' academic achievement and focuses on the mechanism of learning adaptation and online selfregulated learning.Method: A total of 894 college students were tested using digital literacy, learning adaptation, self-regulated learning, and academic achievement scales. SPSS 26.0 and Amos 24.0, structural equation modelling were used to examine the direct and interactive effects of these variables on academic achievement.The findings demonstrated that digital literacy significantly and positively predicted college students' academic achievement. Furthermore, both learning adaptation and online selfregulated learning were found to individually mediate this relationship. Notably, a sequential chain mediation was also confirmed: digital literacy enhanced learning adaptation, which subsequently fostered online self-regulated learning, ultimately leading to improved academic achievement. The results suggest the important factors affecting the academic achievement of college students, help improve their academic achievement, and provide useful suggestions for the education and teaching strategies of higher education management departments and educators.
Keywords: Academic Achievement, Digital Literacy, Learning adaptation, Online Self-Regulated Learning, higher education
Received: 10 Mar 2025; Accepted: 19 Jun 2025.
Copyright: © 2025 Chen. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Fan Feng Chen, School of Mathematics, Hangzhou Normal University, Hangzhou, China
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