Kĩ năng quản trị bản thân trong môi trường số của sinh viên đại học: Vai trò của các yếu tố cá nhân, gia đình - xã hội và nhà trường

Tóm tắt

In the context of digital transformation in higher education, digital self-management skills have increasingly become an important competency for university students. This study aimed to investigate the current state of university students’ digital self-management skills and examine the relationships between personal, family-social, and institutional factors and these skills. The study employed a quantitative research design using data collected from students and lecturers at Tan Trao University. Data were analyzed using descriptive statistics, reliability analysis, exploratory factor analysis, independent samples t-test, and multiple linear regression. The findings indicated that students’ digital self-management skills were at a relatively good level. Personal, family-social, and institutional factors all showed positive associations with students’ digital self-management skills, among which personal factors demonstrated a more prominent predictive relationship. The study also identified differences between students and lecturers in evaluating students’ levels of digital self-management skills. The findings contribute empirical evidence to the literature on self-regulated learning in digital higher education contexts and suggest several directions for supporting the development of students’ digital self-management skills in contemporary higher education.