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<p>This study examined IT competency, psychosocial factors, and academic performance among undergraduate students enrolled in an Information Technology program. Specifically, the study compared IT competency and academic performance between LGBTQIA + and non-LGBTQIA+ students and analyzed the relationships among IT competency, institutional support, experiences of discrimination, self-efficacy, and academic performance. A quantitative comparative–correlational research design was employed. Data were collected from 132 undergraduate IT students using a structured survey instrument. Descriptive statistics were used to summarize levels of IT competency and students’ perceptions of institutional and psychosocial factors. Independent-samples t-tests were conducted to compare IT competency and academic performance between LGBTQIA + and non-LGBTQIA+ students, while Spearman’s rank-order correlation was used to examine the relationships between IT competency domains and academic performance measured using GPA. Multiple regression analysis was performed to determine whether IT competency, institutional support, experiences of discrimination, and self-efficacy were associated with students’ academic performance. Results indicated that LGBTQIA + and non-LGBTQIA+ students reported comparable levels of IT competency across all domains, and no statistically significant difference in academic performance was observed between the two groups. Correlation analysis showed that IT competency domains were significantly associated with GPA (ρ ranging from − 0.26 to − 0.37, <i>p</i> &lt; 0.01). The negative direction of the correlations reflects the Philippine grading system, where lower GPA values represent higher academic achievement. In the regression analysis, self-efficacy was the only variable significantly associated with academic performance, whereas institutional support, experiences of discrimination, and IT competency domains were not significant predictors. These findings highlight the importance of psychological factors, particularly self-efficacy, in relation to students’ academic outcomes while suggesting that technical competency and identity group membership were not significantly associated with differences in academic performance in this sample.</p>

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A comparative study of IT competency, self-efficacy, and academic performance among LGBTQIA + and non-LGBTQIA + IT students

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月1日

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  • Ian A. Cruza,
  • Jerrah Jane C. De Rosas

摘要

This study examined IT competency, psychosocial factors, and academic performance among undergraduate students enrolled in an Information Technology program. Specifically, the study compared IT competency and academic performance between LGBTQIA + and non-LGBTQIA+ students and analyzed the relationships among IT competency, institutional support, experiences of discrimination, self-efficacy, and academic performance. A quantitative comparative–correlational research design was employed. Data were collected from 132 undergraduate IT students using a structured survey instrument. Descriptive statistics were used to summarize levels of IT competency and students’ perceptions of institutional and psychosocial factors. Independent-samples t-tests were conducted to compare IT competency and academic performance between LGBTQIA + and non-LGBTQIA+ students, while Spearman’s rank-order correlation was used to examine the relationships between IT competency domains and academic performance measured using GPA. Multiple regression analysis was performed to determine whether IT competency, institutional support, experiences of discrimination, and self-efficacy were associated with students’ academic performance. Results indicated that LGBTQIA + and non-LGBTQIA+ students reported comparable levels of IT competency across all domains, and no statistically significant difference in academic performance was observed between the two groups. Correlation analysis showed that IT competency domains were significantly associated with GPA (ρ ranging from − 0.26 to − 0.37, p < 0.01). The negative direction of the correlations reflects the Philippine grading system, where lower GPA values represent higher academic achievement. In the regression analysis, self-efficacy was the only variable significantly associated with academic performance, whereas institutional support, experiences of discrimination, and IT competency domains were not significant predictors. These findings highlight the importance of psychological factors, particularly self-efficacy, in relation to students’ academic outcomes while suggesting that technical competency and identity group membership were not significantly associated with differences in academic performance in this sample.