The predictive power of perceived digital competence on electronic assessment anxiety among preservice teachers

Introduction This study investigated the predictive power of preservice teachers’ perceived digital competence on their electronic assessment anxiety. Methods The study employed a correlational survey design with preservice teachers enrolled in the Faculty of Education at a state university in Türkiye during the 2024–2025 academic year. Although 427 students initially participated, analyses were conducted with a final sample of 412 participants after preliminary screening for missing data and outliers. Data were collected using the Teacher Candidate Digital Proficiency Perception Scale and the Electronic Assessment Anxiety Scale. Descriptive statistics, Pearson product–moment correlation analysis, and stepwise regression analysis were performed. Results Preservice teachers reported a high level of perceived digital competence (M = 105.79, SD = 12.31) and a moderate level of electronic assessment anxiety (M = 62.23, SD = 12.45). Overall perceived digital competence was positively, weakly, and significantly related to electronic assessment anxiety ( r = 0.282, p 0.01). Among the sub-dimensions, computing competencies showed the strongest association with electronic assessment anxiety and emerged as the only significant positive predictor in the regression model ( β = 0.320, R 2 = 0.102, F = 46.699, p 0.001). Discussion The findings suggest that perceived digital competence may not function as a uniform protective factor in digitally mediated assessment contexts. Greater perceived competence, particularly in computing-related skills, may coexist with higher anxiety in e-assessment settings. Teacher education programs should therefore address not only digital skill development but also the affective demands of electronically mediated assessment.