TY - JOUR

T1 - A conceptual impact model of digital support for student self-regulation and emotion regulation grounded in self-determination theory

AU - Stalmach, Aleksandra

AU - Reinck, Carolin

AU - D’Elia, Paola

AU - Di Sano, Sergio

AU - Casale, Gino

N1 - Publisher Copyright: © The Author(s) 2025.

PY - 2025/12

Y1 - 2025/12

N2 - We present a conceptual impact model illustrating how digital tools can facilitate the fulfillment of basic psychological needs, autonomy, competence and relatedness, which in turn may foster improvements in self-regulation and emotion regulation. The model incorporates features of digital tools such as personalized learning paths, real-time feedback mechanisms, progress tracking, reward systems, gamification, targeted interventions and community support, illustrating how these elements address one or more basic psychological needs. These are further complemented by AI-specific mechanisms such as adaptivity, intelligent feedback and automated social presence. The model demonstrates that fulfilling the need for competence and autonomy may influence self-regulation, while relatedness - emotion regulation, which can consequently enhance mental health. Learner traits, such as computational thinking abilities, alongside contextual factors like technical infrastructure, shape how students engage with and benefit from digital tools. The claims and future directions are discussed.

AB - We present a conceptual impact model illustrating how digital tools can facilitate the fulfillment of basic psychological needs, autonomy, competence and relatedness, which in turn may foster improvements in self-regulation and emotion regulation. The model incorporates features of digital tools such as personalized learning paths, real-time feedback mechanisms, progress tracking, reward systems, gamification, targeted interventions and community support, illustrating how these elements address one or more basic psychological needs. These are further complemented by AI-specific mechanisms such as adaptivity, intelligent feedback and automated social presence. The model demonstrates that fulfilling the need for competence and autonomy may influence self-regulation, while relatedness - emotion regulation, which can consequently enhance mental health. Learner traits, such as computational thinking abilities, alongside contextual factors like technical infrastructure, shape how students engage with and benefit from digital tools. The claims and future directions are discussed.

KW - Basic psychological needs

KW - Digital tools

KW - Impact model

KW - Self-determination theory

KW - Psychology

UR - http://www.scopus.com/inward/record.url?scp=105017999873&partnerID=8YFLogxK

U2 - 10.1007/s44217-025-00825-8

DO - 10.1007/s44217-025-00825-8

M3 - Journal articles

AN - SCOPUS:105017999873

VL - 4

JO - Discover Education

JF - Discover Education

SN - 2731-5525

IS - 1

M1 - 383

ER -