Abstract

This study aims to examine the effects of emotional intelligence and digital mindset on students’ achievement in technology-based economics learning, with self-regulated learning as a mediating variable, and technology acceptance and digital resilience as moderating variables. An ex post facto quantitative design was employed in the study. Data were obtained through a structured survey administered to 392 students from public senior high schools. The findings reveal that both emotional intelligence and digital mindset significantly enhance self-regulated learning, while digital mindset also directly contributes to academic achievement. Furthermore, self-regulated learning has a significant positive effect on achievement and mediates the influence of both emotional intelligence and digital mindset on learning outcomes in technology-supported economics classes. In contrast, neither technology acceptance nor digital resilience demonstrates a significant moderating role in the model. These results highlight self-regulated learning as a key mechanism linking psychosocial factors and digital dispositions to students’ academic achievement. In conclusion, success in technology-based economics learning is influenced more by emotional intelligence, digital mindset, and self-regulated learning than by technology acceptance or digital resilience. The proposed moderated–mediation model contributes to digital learning research and offers practical implications for educational practice.

Keywords

References

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