Examining cognitive independence in the context of digital learning - moderation analysis of student motivation, self-regulation skills, and cognitive engagement

Oct 15, 2026

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Study examining how digital educational resources (DER) predict students’ cognitive independence (CI) in higher education and how motivation for digital learning, self-regulation skills (SRS), and cognitive engagement (CE) moderate these effects. Participants included 276 undergraduate students from Korkyt Ata Kyzylorda University. Data were collected via a validated survey covering DER usage, motivation, self-regulation, CE, and CI, analyzed through general linear moderation models. DER usage emerged as a significant positive predictor of CI.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Introduction

Theoretical frameworks: SDT, SRL, EVT

Methodology and measures (overview)

Findings (overview)

OPEN ACCESS Research Article Contemporary Educational Technology, 2025, 17(4), ep618 ISSN: 1309-517X (Online) Examining cognitive independence in the context of digital learning: A moderation analysis of student motivation, selfregulation skills, and cognitive engagement Gulnur Ussenova 1 0009-0001-1525-8878 Gulnara Issayeva 2* 0000-0002-4860-3797 Ryskul Urazaliyeva 3 0009-0005-2188-6861 Galina Karimova 1 0000-0002-3436-4860 Marina Mukhanova 1 0000-0002-5992-0675 1 Korkyt Ata Kyzylorda University, Kyzylorda, KAZAKHSTAN 2 Abai Kazakh National Pedagogical University, Almaty, KAZAKHSTAN 3 Kyzylorda Open University, Kyzylorda, KAZAKHSTAN * [Corresponding author:](Corresponding author: guka_issaeva@mail. ru)[ guka_issaeva@mail. ru](Corresponding author: guka_issaeva@mail. ru) Citation: Ussenova, G., Issayeva, G., Urazaliyeva, R., Karimova, G., & Mukhanova, M. (2025) . Examining cognitive independence in the context of digital learning: A moderation analysis of student motivation, self-regulation skills, and cognitive engagement. Contemporary Educational Technology, 17(4), ep618. [https://doi.org/10.30935/cedtech/17570](https://doi.org/10.30935/cedtech/17570) ARTICLE INFO ABSTRACT | Received: 23 Jul 2025
Accepted: 2 Dec 2025
INTRODUCTION | This study investigates the extent to which the use of digital educational resources (DER) predicts students’ cognitive independence (CI) in higher education and explores the moderating roles of psychological variables; motivation for digital learning, self-regulation skills (SRS), and cognitive engagement (CE) . A total of 276 undergraduate students from Korkyt Ata Kyzylorda University in Kazakhstan participated in the study. Data were collected using a validated survey instrument covering five constructs: DER usage, motivation, self-regulation, CE, and CI. Moderation analyses were conducted using general linear models. The results revealed that DER usage is a significant positive predictor of CI. While motivation, self-regulation, and engagement were each strong direct predictors, only SRS and CE moderate the relationship between DER usage and CI. Specifically, students with lower levels of self-regulation or engagement benefited more from DER use. These findings show the compensatory role of digital tools in improving autonomy among less-prepared learners. The study contributes to the literature by identifying for whom DER is most effective and indicates the need for differentiated digital pedagogical strategies that promote independent learning.
Keywords: cognitive engagement, cognitive independence, digital educational resources, higher education, moderation analysis, motivation, self-regulation | | --- | --- | The increasing integration of digital educational resources (DER) into teaching and learning has transformed the way students engage with content, access information, and develop academic competencies (Fareen, 2022) . These resources, ranging from multimedia platforms and interactive simulations to adaptive learning systems, present flexible and personalized learning experiences that extend beyond the traditional classroom (Churchill, 2017) . As digital learning environments grow in prominence, so do the expectations for learners to manage their studies independently, often with less direct supervision from instructors. This shift places a greater emphasis on the development of cognitive independence (CI), defined as students’ ability to self-direct and regulate their learning processes (Guvercin, 2025; Zajonc et al., 2014) . CI refers to a learner’s capacity to take ownership of the learning process by actively engaging in goal setting, planning, monitoring, and evaluating one’s understanding and performance. It encompasses elements of metacognition, critical thinking, and decision-making, allowing students to operate autonomously without constant external guidance (Anderson, 2013) . This form of independence is particularly

FAQs

What is the core purpose of the study?

The study investigates whether using digital educational resources predicts students’ cognitive independence in higher education and whether motivation, self-regulation skills, and cognitive engagement moderate that relationship.

How was student data collected and analyzed?

Data were collected using a validated survey instrument measuring DER usage, motivation, self-regulation, CE, and CI. Moderation analyses were conducted using general linear models.

Which factors moderated the link between DER usage and cognitive independence?

Self-regulation skills (SRS) and cognitive engagement (CE) moderated the DER usage–CI relationship, with students showing lower SRS or engagement benefiting more from DER use.

Oct 15, 2026

Uploaded by OmBimo