Improving Digital Self-Efficacy and Positive Meta-Emotions in Students: The Impact of a Self-Regulation Workshop

Abstract

This study aimed to assess the effectiveness of a self-regulation workshop tailored for high school students, focusing on enhancing digital self-efficacy and positive meta-emotions. Given the increasing digital engagement among adolescents, fostering these competencies is crucial for their academic and personal development. Methods and Materials: Utilizing a randomized controlled trial design, 30 high school students were randomly allocated to either an intervention group, which participated in a 10-session self-regulation workshop, or a control group that received no intervention. Assessments of digital self-efficacy and positive meta-emotions were conducted at baseline, immediately post-intervention, and at a four-month follow-up. Data were analyzed through ANOVA with repeated measurements to determine the intervention's impact over time. Findings: Significant improvements were observed in the intervention group for both digital self-efficacy (Time × Group interaction, F=7.30, p<0.01) and positive meta-emotions (Time × Group interaction, F=6.93, p<0.01), in comparison to the control group. These improvements persisted at the four-month follow-up, indicating the enduring impact of the self-regulation workshop. Conclusion: The self-regulation workshop effectively enhanced digital self-efficacy and positive meta-emotions among high school students. These results highlight the importance of targeted educational interventions in promoting digital literacy and emotional well-being in adolescent populations.