[22] ICT SELF-CONCEPT, ATTITUDE, AND COMPETENCY: A DESCRIPTIVE INQUIRY INTO STUDENT DIGITAL READINESS AND ACADEMIC PERFORMANCE

How to Cite : Pradeep Kumar (2026). ICT Self-Concept, Attitude, and Competency: A Descriptive Inquiry into Student Digital Readiness and Academic Performance. International Journal of Multidisciplinary Research & Reviews, 5(8),228-237. https://doi.org/10.56815/ijmrr.v5i8.2026.228-237

Abstract

Digital readiness has become a central benchmark for scholarly productivity in modern higher education settings. While higher education institutions continue to expand their technical systems, a student's success relies heavily on personal self-efficacy, positive technical attitude, and practical operational skills. This empirical study examines how three core elements of digital readiness—Information and Communication Technology (ICT) self-concept, attitude toward ICT, and functional ICT competency—predict academic performance of postgraduates. Using a quantitative predictive survey design, data were gathered from 200 postgraduate students from two major Indian central universities (Maulana Azad National Urdu University and Aligarh Muslim University) through validated instruments. Multiple regression modeling indicated that the three readiness variables collectively accounted for 48.0% of the variance in CGPA ( (R² = .480, F₃,₁₉₆ = 59.21, p < .001). ICT competency emerged as the primary unique contributor (β = .460, p < .001), followed by ICT self-concept (β = .320, p = .001) and attitude (β = .210, p = .003). Institutional comparisons revealed minor variations in technical skill and self-concept, whereas positive attitudinal orientations were uniform. These findings highlight that while supportive attitudes create necessary engagement, functional skills and ICT self-belief are the main drivers of advanced -cademic success.