Abstract
In the digital age, digital literacy has become an increasingly important factor associated with learning engagement. However, it is unclear how digital literacy relates to college students' learning engagement via self-efficacy and learning adaptability. This study used a cross-sectional survey design and recruited 1500 college students via convenience sampling. A structural equation model was established to explore the mechanisms by which digital literacy is associated with learning engagement, focusing on the mediating effects of self-efficacy and learning adaptability. SPSS 24.0 and AMOS 24.0 were used to analyze the data. The results showed that: (1) Digital literacy was significantly and positively associated with learning engagement; (2) Self-efficacy partially mediated the relationship between digital literacy and learning engagement; (3) Learning adaptability partially mediated the relationship between digital literacy and learning engagement; (4) Self-efficacy and learning adaptability played a chain-mediating role between digital literacy and learning engagement collectively. This study explored the key factors related to college students' learning engagement in the digital age and provides references for improving academic performance. Meanwhile, it also provides references for educational administrators and practitioners to develop effective teaching strategies.