Digital self-identity in the age of technology of the new normal learning Macapagal Paulo Manuel L., Reyes Amelita M. Delos Arellano University, Philippines Online Published on 22 February, 2024. Abstract The abrupt change in the educational system has compelled the entire academic community to adjust to the new way of learning. Many people, particularly students, have been affected by this move. This study will look into the relationship between digital self-identity, achievement emotion, and academic resilience among Arellano University-Manila students throughout the new normal learning period. To see if academic resilience mediates the association between digital self-identity and achievement feeling, a simple mediation analysis was undertaken using a generalized linear model mediation model. There has been 1181 people, or 60.26 percent, expressed a strong sense of digital self-identity, while 779 people, or 39.74 percent, expressed a strong sense of digital self-identity. The majority of respondents had a strong sense of digital self-identity. 1152 people (58.78%) expressed high levels of achievement emotion, while 809 people (41.22%) expressed low levels of achievement feeling. The majority of responders had a high level of achievement emotion. There has been 1249 people, or 63.27 percent, reported having low academic resilience, whereas 711 people, or 36.28 percent, reported having good academic resilience. There is a possibility of subjective bias in the responses in this study. This study should be replicated to see if the association between digital self-identity, academic resilience, and achievement emotion is consistent. Due to a dearth of current research, an in-depth study on the relationship between digital self-identity and academic resilience is also recommended. Top Keywords Digital Self-Identity, Achievement Emotion, Academic Resilience. Top |