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Digital Resource Management and Student Learning Outcomes in Higher Education: The Mediating Role of Intellectual Capacity
Abstract
The shift to hybrid learning during the Covid-19 pandemic emphasised the need for independent learning and effective digital resource management (RMS). This study, grounded in Social Cognitive Theory, examines how RMS supports students in managing digital distractions and optimising learning outcomes. Data from 275 randomly selected education students were analysed using structural equation modeling. Findings indicate that while time management was crucial, other factors like study environment and help-seeking did not directly influence intellectual capacity. Intellectual capacity played a mediating role, linking RMS with perceived learning outcomes. These insights highlight the significance of cognitive strategies in navigating technology-enabled education.
Subject
Country
Fiji
Region
Collections
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PDF
Adobe PDF, 652.13 KB
Date
2025-07-25
Author
ORCID
Corporate Author
Editor
Publisher
Commonwealth of Learning (COL)
Series
Journal of Learning for Development; vol. 12, no. 2