This study compared the cognitive and motivational pathways linking self-regulated learning processes to student academic achievement within technology-integrated and traditional middle school classrooms. A sample of seventh grade students (N = 396) completed a questionnaire measuring academic self-efficacy, intrinsic value, computer self-efficacy, and self-regulated learning within their English language arts classrooms. A structural model, theorized from traditional classroom research, was tested in the two types of classrooms to ascertain if self-regulation variables operate in technology-integrated classrooms and if the two instructional environments posited differential mediated relationships. Results suggest self-regulation and its antecedent variables of intrinsic value and academic self-efficacy operate concurrently in both classroom types. Furthermore, the data confirmed statistically significant group differences. Traditional students' self-regulation had smaller effects on 4th quarter grades than technology-integration students. Traditional students' self-regulation was better predicted by intrinsic value of the course whereas the influence of academic self-efficacy on intrinsic value was a stronger predictor for students in technology-integrated courses. Computer self-efficacy had no effect for either group and was dropped from the model.
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