ტექნოლოგიებზე დაფუძნებული სწავლის თვითრეგულაციის ფსიქოლოგიური მექანიზმები

The goal of our research was to examine the psychological mechanisms of self-regulated learning within technology-enhanced educational environments. We aimed to develop a model that clarifies the role and function of technology in this process.
The introduction of technology in higher education significantly changes traditional learning models, creating environments enriched by technological tools. These environments use various technologies and information systems to improve the learning experience. Modern technologies offer many advantages, However, despite these opportunities, technology-enhanced learning also requires high levels of motivation, autonomy, and independence from learners—key components of self-regulated learning skills. Self-regulated learning helps us understand how learners take charge of their own learning experiences. Although self-regulated learning is not a new concept in educational psychology, the ongoing digital changes necessitate an expansion of traditional models and the creation of new approaches. For our theoretical framework, we used Pintrich's integrated model of self-regulated learning, which looks at the concept holistically and includes factors such as motivation, cognition, affect, and contextual elements. This focus on context suggests that we can expand traditional components of self-regulated learning within this model.
Our research was carried out in two phases employing mixed methods. In the first stage, we conducted focus group discussions with higher education students to gather their perceptions and attitudes about using technology in learning. Based on these insights, we enriched the integrated model of self-regulated learning with themes related to technology. In the second stage, we administered a questionnaire based on our findings to students, creating a psychological model of self-regulated learning in technology-enhanced environments, which we validated through confirmatory factor analysis.
The analysis revealed that the psychological mechanisms of self-regulated learning in these environments are, similar to traditional views, multi-faceted. Both the new and classical models share common components such as goal orientation, self-efficacy in task domain, help-seeking behaviors, note-taking etc. However, the new model expands the scope of these components to incorporate technology use. We also identified new components, confirming our hypothesis that technology alters the psychological mechanisms of self-regulated learning. Interestingly, these new components can be categorized into positive and negative aspects, where some enhance self-regulated learning while others complicate the process. In conclusion, technologies should not be seen merely as external tools for learners. They fundamentally transform the psychological mechanisms of self-regulated learning. Our findings indicate that technology plays a crucial role in facilitating and guiding self-regulated learning. Thus, we must view technologies as integral to both the learning context and the psychological mechanisms involved.
This research highlights how the technological era is reshaping both learning environments and the psychological mechanisms of teaching and learning Incorporating these insights into educational curriculum design and teaching methods is essential for promoting students' self-regulated learning skills. especially in fields like educational psychology, education policy, and teacher training.