It is thought that those students who better manage their time and perceive themselves to be more effective in the tasks they perform are thought to be due, in part, to a stronger understanding and command of digital competence. This competence allows students to know and use a greater number of tools and techniques to respond to the problems that arise in their academic career, favouring the reduction of perceived stress. To test this hypothesis, a total of 200 students from different degrees of Education and universities participated in the study, who answered the "Digital Competence Questionnaire in University Students," the Spanish version of "Time Management Behaviour Questionnaire," the "Scale of Perceived Self-efficacy in academic situations," and the "Scale of Global Perception of Stress." The results show how the starting hypothesis is fulfilled in that time management and academic self-efficacy function as mediators between digital competence and types of positive or negative stressors. Finally, these findings implications are discussed.