Background/purpose: This study investigates the relationship between digital literacy, metacognitive skills, social support, and students' self-efficacy to better understand the factors that influence academic confidence and performance. Materials/methods: A survey was conducted with 116 participants, and data were analyzed using partial least squares structural equation modeling (PLS-SEM). The analysis examined the direct effects of digital literacy, metacognitive skills, and social support on self-efficacy, as well as the moderating role of social support. Results: The findings reveal significant positive effects of digital literacy ([beta] = 0.540, p = 0.000), metacognitive skills ([beta] = 0.675, p = 0.000), and social support ([beta] = 0.600, p = 0.000) on self-efficacy. Notably, social support moderated the relationships between digital literacy and self-efficacy ([beta] = 0.365, p = 0.001) and between metacognitive skills and self-efficacy ([beta] = 0.408, p = 0.008). Additionally, the combined influence of digital literacy and metacognitive skills on self-efficacy was amplified by social support ([beta] = 0.522, p = 0.001). Conclusion: This research highlights the necessity of developing digital literacy, social support networks, and metacognitive skills to boost students' self-efficacy. For students to learn proficiently, schools need to extend social support programs that would enable students to apply their cognitive and digital skills with confidence.