The Psychological Impact of Artificial Intelligence on Digital Literacy and Cognitive Readiness of Generation Z Students in West Java.

Authors

  • Pratidina Ekanesia Universitas Indonesia Membangun, West Java, Indonesia
  • Prinska Damara Universitas Indonesia Membangun, West Java, Indonesia
  • Imam Maliki Universitas Indonesia Membangun, West Java, Indonesia

DOI:

https://doi.org/10.38035/dijemss.v7i5.6718

Keywords:

Self-Efficacy, Academic Stress, Digital Literacy, Cognitive Readiness, Artificial Intelligence (AI)

Abstract

The development of Artificial Intelligence (AI) has had a significant impact on the world of education, especially for Generation Z students known as digital natives. This study aims to analyze the influence of self-efficacy and academic stress on digital literacy and cognitive readiness of Generation Z students in West Java. This study aims to analyze the influence of Self-Efficacy (SE) and Academic Stress on Cognitive Readiness and Digital Literacy in students in West Java. The study used a quantitative approach with a survey design and data collection through questionnaires. The research sample consisted of 400 respondents spread across six cities in West Java. Data analysis was carried out using multiple linear regression, a multicollinearity test, partial test (t), and simultaneous test (ANOVA). The results of the multicollinearity test showed that the SE and Academic Stress variables did not experience significant multicollinearity, with VIF values of 1.021 and Tolerance of 0.980, respectively. The partial test results showed that SE had a positive and significant effect on Cognitive Readiness (t = 4.926, p < 0.001) and Digital Literacy (t = 7.562, p < 0.001), while Academic Stress had a positive but insignificant effect on Cognitive Readiness (t = 0.876, p = 0.382) and a negative but insignificant effect on Digital Literacy (t = –1.124, p = 0.262). The results of the simultaneous ANOVA test indicated that the overall regression model was significant in predicting Digital Literacy (F = 39.862; p < 0.001). This study concluded that Self-Efficacy plays an important role in improving students' Cognitive Readiness and Digital Literacy, while Academic Stress did not have a significant effect on either dependent variable. These findings provide implications for the development of intervention programs that emphasize strengthening Self-Efficacy to support students' cognitive readiness and digital literacy. 

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Published

2026-07-13

How to Cite

Ekanesia, P., Damara, P., & Maliki, I. (2026). The Psychological Impact of Artificial Intelligence on Digital Literacy and Cognitive Readiness of Generation Z Students in West Java . Dinasti International Journal of Education Management and Social Science, 7(5), 4535–4547. https://doi.org/10.38035/dijemss.v7i5.6718

Issue

Vol. 7 No. 5 (2026): Dinasti International Journal of Education Management and Social Science (June - July 2026)

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Articles

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