[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-600522-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-600522-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","examining-cognitive-independence-in-the-context-of-digital-learning-moderation-analysis-of-student-motivation-self-regulation-skills-and-cognitive-engagement","Examining cognitive independence in the context of digital learning - moderation analysis of student motivation, self-regulation skills, and cognitive engagement","","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.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/examining-cognitive-independence-in-the-context-of-digital-learning-moderation-analysis-of-student-motivation-self-regulation-skills-and-cognitive-engagement/600522/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/examining-cognitive-independence-in-the-context-of-digital-learning-moderation-analysis-of-student-motivation-self-regulation-skills-and-cognitive-engagement/600522.png","ImageObject",300,407,{"name":42,"@type":43},"OmBimo","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the core purpose of the study?","Question",{"text":62,"@type":63},"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.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was student data collected and analyzed?",{"text":67,"@type":63},"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.",{"name":69,"@type":60,"acceptedAnswer":70},"Which factors moderated the link between DER usage and cognitive independence?",{"text":71,"@type":63},"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.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},600522,1792895312,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":108},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","OPEN ACCESS  \nResearch Article  \nContemporary Educational Technology, 2025, 17(4), ep618 ISSN: 1309-517X (Online)  \nExamining cognitive independence in the context of digital learning: A moderation analysis of student motivation, selfregulation skills, and cognitive engagement  \nGulnur Ussenova 1  \n 0009-0001-1525-8878  \nGulnara Issayeva 2*  \n 0000-0002-4860-3797  \nRyskul Urazaliyeva 3  \n 0009-0005-2188-6861  \nGalina Karimova 1  \n 0000-0002-3436-4860  \nMarina Mukhanova 1  \n 0000-0002-5992-0675  \n1 Korkyt Ata Kyzylorda University, Kyzylorda, KAZAKHSTAN  \n2 Abai Kazakh National Pedagogical University, Almaty, KAZAKHSTAN  \n3 Kyzylorda Open University, Kyzylorda, KAZAKHSTAN  \n* [Corresponding author:](Corresponding author: guka_issaeva@mail. ru)[ guka_issaeva@mail. ru](Corresponding author: guka_issaeva@mail. ru)  \nCitation: 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)  \nARTICLE INFO ABSTRACT  \n\n| Received: 23 Jul 2025\u003Cbr>Accepted: 2 Dec 2025\u003Cbr>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.\u003Cbr>Keywords: cognitive engagement, cognitive independence, digital educational resources, higher education, moderation analysis, motivation, self-regulation |\n| --- | --- |\n\nThe 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  \nclassroom (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) .  \nCI 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 ","cbCainl7avsW8fQD","https://ap.wps.com/l/cbCainl7avsW8fQD","pdf",347171,16,"English","# Introduction\n# Theoretical frameworks: SDT, SRL, EVT\n# Methodology and measures (overview)\n# Findings (overview)","[{\"question\":\"What is the core purpose of the study?\",\"answer\":\"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.\"},{\"question\":\"How was student data collected and analyzed?\",\"answer\":\"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.\"},{\"question\":\"Which factors moderated the link between DER usage and cognitive independence?\",\"answer\":\"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.\"}]","Examining cognitive independence in the context of digital learning - moderation analysis of student motivation, self-regulation skills, and cognitive engagement | PDF",1792090858]