Bridging Digital Learning Competence and Academic Achievement: The Roles of Informal Digital Learning and Metacognitive Self-Regulation
The author investigates how digital learning competence (DLC) is bridged to academic achievement (AA) through informal digital learning engagement (IDLE) and how meta-cognitive self-regulation (MSR) shapes these pathways among university students. Grounded in a moderated mediation framework, this re...
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| Format: | Artigo |
| Sprache: | Inglês |
| Veröffentlicht: |
MDPI AG
2026-02-01
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| Schriftenreihe: | Journal of Intelligence |
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| Online-Zugang: | https://www.mdpi.com/2079-3200/14/2/31 |
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