This study examines the influence of self-efficacy, digital literacy, and social support on work readiness among students of the Faculty of Teacher Training and Education (FKIP). A quantitative research design was employed, with data collected through structured questionnaires administered to FKIP students. The data were analyzed using multiple linear regression analysis. The results indicate that self-efficacy, digital literacy, and social support each have a positive and statistically significant effect on students’ work readiness. Among the predictors, self-efficacy emerges as the most dominant factor, followed by digital literacy, while social support shows a smaller yet meaningful contribution. These findings suggest that FKIP students’ readiness to enter the teaching profession is shaped by a combination of internal psychological resources, digital competencies, and supportive social environments. The study underscores the importance of strengthening self-efficacy, integrating digital literacy into teacher education curricula, and providing structured academic support to enhance the professional readiness of prospective teachers.
Blended learning requires students to regulate their learning and use digital technologies effectively; however, academic performance remains shaped by psychological and social factors. Previous studies have tended to examine self-efficacy, perceived social support, self-regulated learning, and digital literacy separat...
Ocvita Ardhiani, M. R. Hadjam, Dinda Rakhma Fitriani· Ranah Research· 0 citations
The transformation of the tax system toward digitalization requires students to develop readiness supported by digital skills, practical experience, learning effectiveness, and self-confidence. This study aims to examine the effects of digital literacy, practical experience, and tax learning effectiveness on students’...
Nanang Agus Suyono Nanang, Arum Sari, Rahayu Fajri Suhaningsih et al.· Jurnal Riset Keuangan Dan Ak...· 0 citations
This study aims to identify and synthesize the internal and external determinants affecting the effectiveness of secondary school teachers’ digital literacy. A systematic literature review was conducted following the PRISMA 2020 guidelines, drawing on empirical studies indexed in Scopus, Web of Science, ERIC, and Googl...
Background The digital transformation of education poses new demands on physical education (PE) teachers' professional competencies. Pre-service PE teachers, as the future workforce, may have their digital teaching self-efficacy associated with digital literacy through indirect pathways. Methods Using convenience clust...
Shuang Zhao, Guo-Qiang Song, Ying Xiang et al.· Frontiers in Psychology· 0 citations
Hybrid learning research emphasizes technology, cognition, and social support, yet an integrated framework explaining their combined effect on academic performance is limited. This study examines how digital literacy (DL), self-regulated learning (SRL), and peer support (PS) interact to shape student achievement in hyb...
Imas Masriah, Ruknan Ruknan, Nuryati Djihadah et al.· Dinasti International Journa...· 0 citations
The research found that digital platform support is associated with higher learning motivation, which in turn is linked to labour literacy, with self-regulated learning serving as an additional intermediating pathway.
Peng Liu, Piyapong Sumettikoon· SN Social Sciences· 0 citations
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