دراسات نفسية

Digital Learning And Academic Motivation Among Speech-language Pathology Students: A Predictive Model Of Executive Self-regulation

Auteurs : Abed Naima .

Résumé

This study examines the relationships among digital learning engagement, self-reported executive regulation, and intrinsic academic motivation among Speech-Language Pathology students, drawing on Self-Determination Theory and Cognitive Load Theory. A quantitative, cross-sectional design was used with 100 undergraduate and graduate students who completed structured Likert-type questionnaires. Data were analyzed using correlation, hierarchical regression, polynomial regression, and Structural Equation Modeling (SEM). Structured digital learning was positively associated with intrinsic motivation (β = 0.31, p = 0.002), while executive regulation was the strongest predictor (β = 0.48, p < 0.001). A significant quadratic effect (β² = −0.29, p = 0.01) suggested an inverted U-shaped pattern. The SEM showed good fit (CFI = 0.96, RMSEA = 0.045), and the indirect pathway through executive regulation was significant (p < 0.01). Because of the cross-sectional design and self-report measures, the findings are predictive and associative rather than causal.

Mots clés

Digital learning; Academic motivation; Executive self-regulation; Speech-Language Pathology; Cognitive load; Higher education.