The Mediating Role of Digital Literacy on the Relationship Between Motivation to Learn and Cybersecurity Awareness
by Abongan, Lyka, A., Amar, Relien Kate M., Anna Marie O. Pelandas, Bagatnan, Arjie, Bije, Windy May, Cruda, Deo Jev, Domingo, Jean Irish, Eclarinal, Baby Jane C., Guillen, Juri, Jocel T. Labadan, Loguiber, Jovely, Reyes, Jharen Carl, Rojo, Cherry Rose, Urmenita, Dave Raniel, Venturina, Jayson
Published: March 5, 2026 • DOI: 10.47772/IJRISS.2026.10200267
Abstract
This study dealt with the mediating role of digital literacy on the relationship between motivation to learn and cybersecurity awareness among senior high school students. The primary goal of this study was to examine the level of motivation to learn, digital literacy, and cybersecurity awareness in terms of their respective indicators; determine the significant relationships between variables; identify which domains of motivation to learn significantly influence cybersecurity awareness; and assess the mediating effect of digital literacy on the relationship between motivation to learn and cybersecurity awareness. A quantitative, descriptive–correlational design was used in this study, which involved 136 Computer System Servicing (CSS) students from Lorenzo S. Sarmiento Sr. National High School. The statistical methods employed were the average weighted mean, Pearson r, multiple regression analysis, and mediation analysis. The findings revealed that the three variables obtained a high level overall. Moreover, there were significant relationships between motivation to learn and cybersecurity awareness, motivation to learn and digital literacy, and digital literacy and cybersecurity awareness. Further, control of learning beliefs and self-efficacy significantly influenced cybersecurity awareness. Mediation analysis also confirmed that digital literacy significantly mediated the relationship between motivation to learn and cybersecurity awareness.