Rehman Shazia, Addas Abdullah, Rehman Erum, Khan Muhammad Nasir, Shahiman Muhammad Ali, Rahman Md Anisur, Wang Mi
Department of Psychiatry, National Clinical Research Center for Mental Disorders, and National Center for Mental Disorders, The Second Xiangya Hospital of Central South University, Changsha 410011, Hunan, China; Mental Health Institute of Central South University, China National Technology Institute on Mental Disorders, Hunan Technology Institute of Psychiatry, Hunan Key Laboratory of Psychiatry and Mental Health, Hunan Medical Center for Mental Health, Changsha 410011, Hunan, China.
Department of Civil Engineering, College of Engineering, Prince Sattam Bin Abdulaziz University, Al-Kharj 11942, Saudi Arabia; Landscape Architecture Department, Faculty of Architecture and Planning, King Abdulaziz University, P.O. Box 80210, Jeddah 21589, Saudi Arabia.
Acta Psychol (Amst). 2024 Nov;251:104602. doi: 10.1016/j.actpsy.2024.104602. Epub 2024 Nov 14.
Digital literacy influences academic behaviors, especially in medical education, where students encounter considerable academic challenges. However, the effects of this phenomenon on academic self-efficacy and cognitive load remain inadequately understood.
This research explores the relationships between digital literacy and academic self-efficacy, emphasizing the mediating role of cognitive load and its various dimensions among medical students in Islamabad, Pakistan.
A descriptive cross-sectional survey was conducted from seven medical colleges in Islamabad, Pakistan, from October to December 2023. The research employed meticulously validated measurement tools encompassing a digital literacy scale, academic self-efficacy scale, and cognitive load scale and collected data on 633 medical students. Descriptive statistics and inferential testing (mediation analysis) were performed to investigate the direct and indirect relationships of the study variables.
The empirical results revealed that digital literacy significantly enhances academic self-efficacy both directly and indirectly. First, the total cognitive load score showed partial mediation (β = 0.165, p < 0.001). Then, individual subscale analysis revealed that intrinsic cognitive load (β = 0.147, p < 0.001) and extraneous cognitive load (β = 0.144, p < 0.001) were significant mediators. However, the mediation effect through self-perceived learning (β = 0.105, p = 0.361) was not supported, suggesting variability in how students perceive their learning gains or other influencing factors influencing this relationship, which warrants further investigation.
The research finding underscores the crucial integration of digital literacy instruction into medical curriculums to bolster students' academic self-efficacy by adeptly managing cognitive load. While digital literacy notably reduces intrinsic and extraneous cognitive loads, its impact on perceived learning appears context-dependent and requires further exploration. Additional studies are needed to understand these relationships across educational settings and identify other potential influencing factors.
数字素养会影响学术行为，尤其是在医学教育中，学生在这一领域会面临相当大的学术挑战。然而，这一现象对学术自我效能感和认知负荷的影响仍未得到充分理解。
本研究探讨数字素养与学术自我效能感之间的关系，强调认知负荷及其各个维度在巴基斯坦伊斯兰堡医科学生中的中介作用。
2023年10月至12月，在巴基斯坦伊斯兰堡的七所医学院进行了一项描述性横断面调查。该研究使用了经过精心验证的测量工具，包括数字素养量表、学术自我效能感量表和认知负荷量表，并收集了633名医科学生的数据。进行描述性统计和推论测试（中介分析）以研究研究变量的直接和间接关系。
实证结果表明，数字素养直接和间接地显著提高了学术自我效能感。首先，总认知负荷得分显示出部分中介作用（β = 0.165，p < 0.001）。然后，个体子量表分析显示，内在认知负荷（β = 0.147，p < 0.001）和外在认知负荷（β = 0.144，p < 0.001）是显著的中介变量。然而，通过自我感知学习的中介效应（β = 0.105，p = 0.361）未得到支持，这表明学生在如何感知自己的学习收获或影响这种关系的其他影响因素方面存在差异，这值得进一步研究。
研究结果强调了将数字素养教学巧妙地融入医学课程的关键意义，以便通过有效管理认知负荷来增强学生的学术自我效能感。虽然数字素养显著降低了内在和外在认知负荷，但其对感知学习的影响似乎取决于具体情境，需要进一步探索。需要更多研究来了解不同教育环境下的这些关系，并确定其他潜在影响因素。
