RESULT

DIGITAL COMPETENCE
I. INFORMATION PROCESSING
Item Statement Mean Standard Description
Deviation
Q1 3.79 1.124 High
Q2 4.20 0.726 High
Q3 4.63 0.559 Very High
Q4 3.85 0.948 High
Q5 3.81 0.896 High
Overall 4.06 0.216 HIGH

II. COMMUNICATION
Item Statement Mean Standard Description
Deviation
Q1 4.43 5.057 High
Q2 3.89 0.95 High
Q3 4.52 0.64 Very High
Q4 4.52 0.65 Very High
Q5 3.82 0.93 High
Overall 4.24 1.913 HIGH

III. CONTENT CREATION

Item Statement Mean Standard Description
Deviation
Q1 3.90 0.85 High
Q2 4.06 0.85 High
Q3 3.73 0.96 High
Q4 3.91 0.93 High
Q5 3.71 1.04 High
Overall 3.86 0.08 HIGH

IV. SAFETY
Item Statement Mean Standard Description
Deviation
Q1 3.84 1.07 High
Q2 3.92 0.93 High
Q3 4.04 0.78 High
Q4 4.41 0.68 High
Q5 3.60 1.214 High
Overall 3.96 0.22 HIGH
 V. PROBLEM SOLVING
Item Statement Mean Standard Description
Deviation
Q1 4.01 0.26 High
Q2 3.90 0.88 High
Q3 3.91 0.76 High
Q4 4.11 0.52 High
Q5 3.53 1.17 High
Overall 3.89 0.35 HIGH

VI. SUMMARY OF DIGITAL COMPETENCE

Item Statement Mean Description
INFORMATION PROCESSING High
4.06
COMMUNICATION High
4.24
High
CONTENT CREATION
3.86
High
SAFETY
3.96
High
PROBLEM SOLVING
3.89
Overall 4.00 HIGH

REGULATION OF ACADEMIC BEHAVIOR

I. EFFORT REGULATION
Item Statement Mean Standard Description
Deviation
Q1 3.7 1.08 High
Q2 3.93 0.95 High
Q3 4.16 0.83 High
Q4 3.83 0.91 High
Overall 3.91 -0.10255 HIGH

II. REGULATING TIME AND STUDY ENVIRONMENT

Item Statement Mean Standard Description
Deviation
Q1 3.79 1.006 High
Q2 3.7 1.316 High
Q3 4.41 0.702 High
Q4 3.92 0.94 High
Overall 3.95 0.253 HIGH
 III. GENERAL INTENSION TO SEEK NEEDED HELP
Item Statement Mean Standard Description
Deviation
Q1 4.48 5.049 High
Q2 3.85 0.927 High
Q3 4.47 0.666 High
Q4 3.86 0.892 High
Overall 4.16 2.113 HIGH

IV. SUMMARY OF REGULATION OF ACADEMIC BEHAVIOR

Item Statement Mean Description
EFFORT REGULATION High
4.06
REGULATING TIME AND STUDY High
ENVIRONMENT 4.24
GENERAL INTENSION TO SEEK High
NEEDED HELP
3.86
Overall 4.17 HIGH

RELATIONSHIP OF DIGITAL COMPETENCE AND REGULATION OF ACADEMIC

BEHAVIOR
P Significan Decision
Indicators of r value value t at 0.05
related (Y)
EFFORT -.413 .587 Not Accepted the
REGULATION Significan Ho
t
REGULATING TIME -.867 .133 Not Accepted the
AND STUDY Significan Ho
ENVIRONMENT
t
GENERAL -.501 .499 Not Accepted the
INTENSION TO Significan Ho
SEEK NEEDED HELP t
*. Correlation is significant at the 0.05 level (2-tailed).
Note: Y = DIGITAL COMPETENCE
THE REGRESSION ANALYSIS OF THE RELATIONSHIP OF RELATIONSHIP OF
AND REGULATION OF ACADEMIC BEHAVIOR

CATEGORY COEFFICIENT STANDARD T-STAT P-VALUE

ERROR
(Constant) 8.593 3.401 2.527 .240

REGULATION -1.133 .848 -1.336 .409

OF ACADEMIC
BEHAVIOR

Using the scatter plot for two variables, the result shows to have a Strong
Positive Linear Relationship between digital competence and regulation of academic
behavior.
Moreover, the regulation of academic behavior accounts R2 = 0.976% proportion of
the variance of digital competence. This means that there is a direct relationship via
a firm linear rule which means there is a strong relationship and there is an effect
of digital competence to regulation of academic behavior, this indicates that for
every increase or decrease in regulation of academic behavior there is an increased or
decrease of the digital competence.