Developing Self-Regulated Learning Capabilities in Digital Environments for Upper Elementary Students

Abstract

In the context of digital transformation in education, elementary students are increasingly engaging in digital learning environments. This shift necessitates the development of self-regulated learning (SRL) capabilities as a foundational requirement for academic efficacy. Drawing on cognitive psychology and self-regulated learning theory, this article analyzes the nature of SRL in digital contexts and clarifies the relationship between executive functions and student learning behaviors. Utilizing a mixed-methods approach—combining surveys with qualitative analysis—the study evaluates the current state of self-regulation among upper elementary students. Results indicate that while students have begun to form initial planning skills, significant limitations remain in behavioral control and sustained attention within digital environments. Consequently, the paper proposes educational orientations aimed at fostering self-regulation in technology use, thereby enhancing learning outcomes and adaptability in the digital era.