The influence of self-regulation, self-esteem, and peer support on digital well-being among senior high school students

Abstract

This research endeavors to analyze the influence of self-regulation, self-esteem, and peer support on digital well-being, as well as its implications for guidance and counseling. Employing a correlational design, the study involved a sample of 290 students selected using cluster proportional stratified random sampling. Student data were gathered using a 29-item self-regulation scale (Bandura), a 35-item self-esteem scale (Coopersmith), a 31-item peer support scale (Cowie & Wallace), and an 11-item digital well-being scale (adapted from Arslankara). The findings indicate a positive and significant influence of self-regulation (p=0.000<0.05), self-esteem (p=0.000<0.05), and peer support (p=0.000<0.05) on digital well-being. Furthermore, peer support was found to mediate the influence of self-regulation on digital well-being (Z=2.20>1.96) and also to mediate the influence of self-esteem on digital well-being (Z=7.24>1.96). It is recommended that school counselors utilize self-regulation, self-esteem, and peer support to enhance students' digital well-being through basic services in the personal-social domain. Future research is recommended to further investigate the influence of peer support on digital well-being in greater depth.