## 3 Results
A subsequent evaluation using the Generalized Linear Model (Logit Model) further buttressed these findings, unequivocally emphasizing the statistical significance of variables such as RSES (B = 0.290; \(p<0.01\)), DLS (B = 0.258; \(p<0.01\)), educational contentment (B = 0.806; \(p<0.05\)), and notably, professional zeal (B = 3.825; \(p<0.01\)) in influencing PCS (Table 4). \begin{table}
\begin{tabular}{l l c c c c} \hline  & & **Mean** & **Std. Deviation** & **Test Value** & \(p\)**Value** \\ \hline \multirow{3}{*}{Residence type} & Dormitory & 42.43 & 7.10 & & \\  & With friends & 40.09 & 7.56 & & \\  & With family & 42.17 & 7.41 & & \\  & Other & 41.64 & 5.98 & & \\ \hline \multirow{3}{*}{Preference} & First five & 42.26 & 7.29 & & \\  & Second five & 40.83 & 7.19 & 6.196 (\(\chi^{2}\)) & 0.045 b \\  & Other & 40.18 & 6.89 & & \\ \hline \multirow{3}{*}{Residence location} & Istanbul & 42.17 & 7.14 & & \\  & Outside & 41.09 & 7.28 & 20,687.500 (U) & 0.220 a  \\ \hline \multirow{3}{*}{Education satisfaction} & Very little & 34.80 & 9.55 & & \\  & Little & 36.61 & 7.74 & & \\  & Moderate & 40.56 & 7.07 & 39.819 (\(\chi^{2}\)) & 0.000 b  \\  & High & 43.44 & 6.58 & & \\  & Very high & 47.10 & 5.49 & & \\ \hline \multirow{3}{*}{Occupation interest} & Very little & 28.67 & 11.24 & & \\  & Little & 30.33 & 6.33 & & \\ \cline{1-1}  & Moderate & 36.80 & 6.98 & 110.891 (\(\chi^{2}\)) & 0.000 b  \\ \cline{1-1}  & High & 42.29 & 5.94 & & \\ \cline{1-1}  & Very high & 45.97 & 5.50 & & \\ \hline \end{tabular}
\end{table} 
Table 2: _Cont._ \begin{table}
\begin{tabular}{l c c} \hline  & **r** & \(p\) \\ \hline RSES Total & 0.398  & 0.000 \\ DLS Total & 0.404  & 0.000 \\ Preference & 0.120  \\ Education satisfaction & 0.298  & 0.000 \\ Occupation interest & 0.502  \\ \hline \end{tabular}
\end{table} 
Table 3: [PERSON]’s rho correlation analysis results between PCS, SES, DLS scores, and significantly different parameters for PCS scores. The core findings of this study highlight the critical role of both self-esteem and digital literacy in shaping dental students' perceptions of professional competence. Notably, significant positive correlations were observed between self-esteem and professional competence (RSES: r = 0.398; \(p<0.01\)), as well as between digital literacy and professional competence (DLS: r = 0.404; \(p<0.01\)). In addition, professional interest (r = 0.502; \(p<0.05\)) and education satisfaction (r = 0.298; \(p<0.01\)) showed significant positive correlations with professional competence. The analysis also revealed that the influence of professional interest on professional competence (B = 3.825; \(p<0.01\)) was the most robust among the factors evaluated. It is important to note that these relationships held even after adjusting for other influential factors in the Logit model analysis. These findings show that self-esteem and digital skills play a significant role in shaping how dental students think about their professional abilities. Impressively, the students' genuine enthusiasm for their field is the main factor, even when set against other elements in the Logit model analysis. The data therein underscore the indispensability of both self-esteem and digital literacy in shaping and potentially enhancing professional competence perceptions among dental students.