ArticleFrontiers in psychology2026
Exploring the effects of digital literacy training on college students' self-leadership: a longitudinal randomized controlled trial.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Objective: Self-leadership is recognized as a critical self-regulatory capacity for academic success and personal development. While prior correlational studies have linked digital literacy to self-regulated learning, experimental evidence for a potential directional pathway from digital literacy enhancement to self-leadership development remains scarce. This study aimed to explore whether a structured digital literacy training program might contribute to improving college students' self-leadership over time. Methods: A total of 158 college students (M_age = 20.14, SD = 1.33; 57 males, 101 females) were randomly assigned to either an experimental group ( Results: The experimental group demonstrated significantly greater improvements in overall self-leadership from T1 to T2 compared to the control group, with a significant Group × Time interaction ( Conclusion: These findings contribute preliminary experimental evidence suggesting that digital literacy training represents one potentially viable approach to fostering college students' self-leadership, with effects maintained at the 1-month follow-up, indicating short-term durability. Longer-term durability, replication with active control groups, and investigation of specific intervention components remain important directions for future research.
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