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

Gulnur Ussenova; Gulnara Issayeva; Ryskul Urazaliyeva; Galina Karimova; Marina Mukhanova

doi:10.30935/cedtech/17570

Gulnur Ussenova ¹, Gulnara Issayeva ² ^* , Ryskul Urazaliyeva ³, Galina Karimova ¹, Marina Mukhanova ¹

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CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep618

https://doi.org/10.30935/cedtech/17570

Submitted: 23 July 2025, Published Online: 18 December 2025

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Abstract

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

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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

Ussenova, G., Issayeva, G., Urazaliyeva, R., Karimova, G., and 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

Ussenova G, Issayeva G, Urazaliyeva R, Karimova G, Mukhanova M. Examining cognitive independence in the context of digital learning: A moderation analysis of student motivation, self-regulation skills, and cognitive engagement. CONT ED TECHNOLOGY. 2025;17(4), ep618. https://doi.org/10.30935/cedtech/17570

Ussenova, Gulnur, Gulnara Issayeva, Ryskul Urazaliyeva, Galina Karimova, and Marina Mukhanova. "Examining cognitive independence in the context of digital learning: A moderation analysis of student motivation, self-regulation skills, and cognitive engagement". Contemporary Educational Technology 2025 17 no. 4 (2025): ep618. https://doi.org/10.30935/cedtech/17570

Ussenova, Gulnur et al. "Examining cognitive independence in the context of digital learning: A moderation analysis of student motivation, self-regulation skills, and cognitive engagement". Contemporary Educational Technology, vol. 17, no. 4, 2025, ep618. https://doi.org/10.30935/cedtech/17570

Ussenova G, Issayeva G, Urazaliyeva R, Karimova G, Mukhanova M. Examining cognitive independence in the context of digital learning: A moderation analysis of student motivation, self-regulation skills, and cognitive engagement. CONT ED TECHNOLOGY. 2025;17(4):ep618. https://doi.org/10.30935/cedtech/17570