Academic Self-Efficacy and Digital Stress as Predictors of Academic Resilience among Undergraduate Students in Davao City, Philippines

Abstract

Academic self-efficacy, digital stress, and academic resilience are important constructs in guidance and counseling, yet their relationships remain underexplored. This study employed a cross-sectional quantitative design to examine the associations among academic self-efficacy, digital stress, and academic resilience among undergraduate students. The sample consisted of 103 students enrolled in private colleges in Davao City, Philippines. Data were collected using the Academic Self-Efficacy Scale (ASE), Digital Stress Scale (DSS), and Academic Resilience Scale (ARS-30). Pearson correlation and multiple linear regression analyses were conducted to examine relationships and estimate the extent to which academic self-efficacy and digital stress statistically predicted academic resilience. Results indicated that academic self-efficacy was positively associated with academic resilience (r = .32, p < .001), whereas digital stress was negatively associated with academic resilience (r = −.32, p < .001). These findings highlight the importance of strengthening academic self-efficacy and addressing digital stressors to support students’ adaptive functioning in higher education contexts.