The Effect of Digital Literacy on Learning Motivation and Career Adaptability among Management Students in Jakarta

Authors

DOI:

https://doi.org/10.59683/ijle.v2i2.312

Keywords:

digital literacy, career adaptability, learning motivation, linear regression, Career Construction Theory

Abstract

This study aims to examine the effect of digital literacy on learning motivation and career adaptability among final-year management students. Grounded in Career Construction Theory (CCT), the study employs a cross-sectional quantitative design with a survey of 250 students at a private university in Jakarta. Data were analyzed using simple linear regression for each hypothesis. Results confirm: (H1) digital literacy positively and significantly affects career adaptability (β = 0.623; R² = 0.739; F(1,248) = 701.570; p < .001); (H2) digital literacy positively and significantly affects learning motivation (β = 0.557; R² = 0.559; F(1,248) = 314.785; p < .001); and (H3) learning motivation positively and significantly affects career adaptability (β = 0.840; R² = 0.744; F(1,248) = 720.068; p < .001). All three hypotheses are statistically supported. These findings imply the importance of integrating digital literacy development into university curricula as a foundation for nurturing learning motivation and career adaptability in the digital era.

Keywords: digital literacy, career adaptability, learning motivation, linear regression, Career Construction Theory

 

References

[1] Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.

[2] Benedetti, A. A., Diefendorff, J. M., Gabriel, A. S., & Chandler, M. M. (2015). The effects of intrinsic and extrinsic sources of motivation on well-being depend on time of day: The moderating effects of workday accumulation. Journal of Vocational Behavior, 88, 38–46. https://doi.org/10.1016/j.jvb.2015.02.009

[3] Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01

[4] European Commission. Joint Research Centre. (2017). DigComp 2.1: The digital competence framework for citizens with eight proficiency levels and examples of use. Publications Office. https://doi.org/10.2760/38842

[5] Ghozali, I. (2018). Aplikasi analisis multivariate dengan program IBM SPSS 25 (9th ed.). Badan Penerbit Universitas Diponegoro.

[6] Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24. https://doi.org/10.1108/EBR-11-2018-0203

[7] Hänggli, M. (n.d.). Assessing key predictors of career success: Development and validation of the Career Resources Questionnaire (CRQ). [Unpublished manuscript].

[8] Johnston, C. S. (2018). A systematic review of the career adaptability literature and future outlook. Journal of Career Assessment, 26(1), 3–30. https://doi.org/10.1177/1069072716679921

[9] Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Merrill Prentice Hall.

[10] Savickas, M. L. (2005). The theory and practice of career construction. In S. D. Brown & R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (pp. 42–70). Wiley.

[11] Savickas, M. L. (2013). Career construction theory and practice. In S. D. Brown & R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (2nd ed., pp. 147–183). Wiley.

[12] Savickas, M. L., & Porfeli, E. J. (2012). Career Adapt-Abilities Scale: Construction, reliability, and measurement equivalence across 13 countries. Journal of Vocational Behavior, 80(3), 661–673. https://doi.org/10.1016/j.jvb.2012.01.011

[13] Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003–1017.

[14] Van Laar, E., Van Deursen, A. J. A. M., Van Dijk, J. A. G. M., & De Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577–588. https://doi.org/10.1016/j.chb.2017.03.010

[15] Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. https://doi.org/10.1080/00220272.2012.668938

Downloads

Published

2026-07-31

How to Cite

Wahyu Pamungkas, H. (2026). The Effect of Digital Literacy on Learning Motivation and Career Adaptability among Management Students in Jakarta. International Journal of Learning and Education, 2(2), 10–19. https://doi.org/10.59683/ijle.v2i2.312

Issue

Vol. 2 No. 2 (2026): International Journal of Learning and Education (IJLE)

Section

Artikel

License

Copyright (c) 2026 Handoko Wahyu Pamungkas

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Open Access

International Journal of Learning and Education (IJLE) is an open access journal which means that all content is freely available without charge to users or their institutions. Users do not have to register to access the journal’s content. IJLE provides immediate open access to its content, without any embargo period. Users are allowed to read, download, copy, distribute, print, search, reuse or link to full text articles without asking prior permission from the publisher or the author as long as  proper citation of the original publication is given. This is in accordance with the Budapest Open Access Initiative definition of open access.

Copyright and Licensing

The IJLE content is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). Authors retain unrestricted copyright and publishing rights of their articles. Authors grant the Publisher NAJAHA a license to publish the article and identify itself as the original publisher. Authors also grant any third party the right to use or reuse the article freely as long as its original authors and citation details are identified.

Self-Archiving

IJLE allows and encourages authors to self-archive their articles on institutional or other specialized repositories, their personal websites and social-networking sites such as ResearchGate and Academia.edu. Authors are advised to use the final PDF version published on the Journal’s website for self-archiving purposes. However, it’s not an obligation and authors are free to use the version they prefere; pre-print, post-print or publisher’s PDF version.

There is no embargo on the self-archiving of articles. Authors are allowed deposition of articles on repositories, personal websites and social-networking sites immediately after publication on the journal website. Accepted manuscripts can be also self-archived by authors.