Investigating the Relationship Between Technology-Related Variables and Middle School Students’ Self-Regulation and Self-Directed Learning with Technology

İhsan Akeren; Okan Yetişensoy

doi:10.30900/kafkasegt.1751929

Investigating the Relationship Between Technology-Related Variables and Middle School Students’ Self-Regulation and Self-Directed Learning with Technology

Abstract

Self-regulation and self-directedness have recently become closely associated with technology. The aim of this study is to examine middle school students’ levels of self-regulation skills and self-directed learning (SDL) with technology in terms of technology-related variables. The study was conducted using the general survey model, and the participant group consisted of 468 middle school students. The study revealed that middle school students' self-regulation skills and their levels of SDL with technology significantly varied based on how frequently they used e-learning platforms outside of school, in favor of those who used them more frequently. It was also determined that students' self-regulation skills and their SDL with technology significantly differed based on their purpose of technology use, and students who used technology for educational purposes had significantly higher self-regulation skills and SDL with technology compared to those who used it primarily for communication or entertainment. The study also revealed that middle school students' self-regulation skills did not significantly differ based on their AI usage competence. However, their self-directed learning with technology levels significantly varied by this variable, with higher competence corresponding to higher SDL with technology. Additionally, the analysis showed that self-regulation skills and SDL with technology increased with greater access to technology, but the relationship was not significant. At this point, it is recommended that students be trained to use e-learning platforms outside of school and to employ technologies for educational purposes in order to enhance their levels of self-regulation and self-directedness. Furthermore, educating children on how to use GenAI tools such as ChatGPT more effectively in their self-regulated learning processes can also be presented as an important recommendation. At this point, it can be argued that, in addition to computer science courses, subjects like social studies that incorporate technology-related content may also serve these purposes.

Keywords

Technology, education, self-directed learning, self-regulated learning, social studies.

Supporting Institution

This research received no funding.

Ethical Statement

The ethical approval for the study was obtained from the Ethics Committee of Bayburt University with the decision dated 12.03.2025, and numbered E-79126184-050.99-262082.

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Details

Primary Language

English

Subjects

Teacher Education and Professional Development of Educators, Social Studies Education

Journal Section

Research Article

Authors

İhsan Akeren
0000-0001-5615-4189
Türkiye

Okan Yetişensoy ^*
0000-0002-6517-4840
Türkiye

Publication Date

April 28, 2026

Submission Date

July 27, 2025

Acceptance Date

February 4, 2026

Published in Issue

Year 2026 Volume: 13 Number: 1

DOI

https://doi.org/10.30900/kafkasegt.1751929

IZ

https://izlik.org/JA93ZE22FN

APA

Akeren, İ., & Yetişensoy, O. (2026). Investigating the Relationship Between Technology-Related Variables and Middle School Students’ Self-Regulation and Self-Directed Learning with Technology. E-Kafkas Journal of Educational Research, 13(1), 21-33. https://doi.org/10.30900/kafkasegt.1751929

AMA

1.Akeren İ, Yetişensoy O. Investigating the Relationship Between Technology-Related Variables and Middle School Students’ Self-Regulation and Self-Directed Learning with Technology. e-KJER. 2026;13(1):21-33. doi:10.30900/kafkasegt.1751929

Chicago

Akeren, İhsan, and Okan Yetişensoy. 2026. “Investigating the Relationship Between Technology-Related Variables and Middle School Students’ Self-Regulation and Self-Directed Learning With Technology”. E-Kafkas Journal of Educational Research 13 (1): 21-33. https://doi.org/10.30900/kafkasegt.1751929.

EndNote

Akeren İ, Yetişensoy O (April 1, 2026) Investigating the Relationship Between Technology-Related Variables and Middle School Students’ Self-Regulation and Self-Directed Learning with Technology. e-Kafkas Journal of Educational Research 13 1 21–33.

IEEE

[1]İ. Akeren and O. Yetişensoy, “Investigating the Relationship Between Technology-Related Variables and Middle School Students’ Self-Regulation and Self-Directed Learning with Technology”, e-KJER, vol. 13, no. 1, pp. 21–33, Apr. 2026, doi: 10.30900/kafkasegt.1751929.

ISNAD

Akeren, İhsan - Yetişensoy, Okan. “Investigating the Relationship Between Technology-Related Variables and Middle School Students’ Self-Regulation and Self-Directed Learning With Technology”. e-Kafkas Journal of Educational Research 13/1 (April 1, 2026): 21-33. https://doi.org/10.30900/kafkasegt.1751929.

JAMA

1.Akeren İ, Yetişensoy O. Investigating the Relationship Between Technology-Related Variables and Middle School Students’ Self-Regulation and Self-Directed Learning with Technology. e-KJER. 2026;13:21–33.

MLA

Akeren, İhsan, and Okan Yetişensoy. “Investigating the Relationship Between Technology-Related Variables and Middle School Students’ Self-Regulation and Self-Directed Learning With Technology”. E-Kafkas Journal of Educational Research, vol. 13, no. 1, Apr. 2026, pp. 21-33, doi:10.30900/kafkasegt.1751929.

Vancouver

1.İhsan Akeren, Okan Yetişensoy. Investigating the Relationship Between Technology-Related Variables and Middle School Students’ Self-Regulation and Self-Directed Learning with Technology. e-KJER. 2026 Apr. 1;13(1):21-33. doi:10.30900/kafkasegt.1751929

19386 19387

Investigating the Relationship Between Technology-Related Variables and Middle School Students’ Self-Regulation and Self-Directed Learning with Technology

Abstract

Keywords

Supporting Institution

Ethical Statement

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

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