This study examined the effects of a technology-enhanced intervention on the
self-regulation of 262 eighth-grade students, employing information and
communication technology (ICT) and web-based self-assessment tools set against
science learning. The data were analyzed using both maximum likelihood and
Bayesian structural equation modeling to unravel the intricate relationships
between self-regulation, self-efficacy, perceptions of ICT, and self-assessment
tools. Our research findings underscored the direct and indirect impacts of
self-efficacy, perceived ease of use, and perceived use of technology on
self-regulation. The results revealed the predictive power of self-assessment
tools in determining self-regulation outcomes, underlining the potential of
technology-enhanced self-regulated learning environments. The study posited the
necessity to transcend mere technology incorporation and to emphasize the
inclusion of monitoring strategies explicitly designed to augment
self-regulation. Interestingly, self-efficacy appeared to indirectly influence
self-regulation outcomes through perceived the use of technology rather than
direct influence. Analytically, this research indicated that Bayesian
estimation could offer a more comprehensive insight into structural equation
modeling by more accurately assessing our estimates' uncertainty. This research
substantially contributes to comprehending the influence of technology-enhanced
environments on students' self-regulated learning, stressing the importance of
constructing practical tools explicitly designed to cultivate self-regulation