COMPUTER-MEDIATED SELF-REGULATION OF LEARNING

The present study hypothesized that the utilization of ICT impacts positively on the selfregulation of learning and that the irrationality of individual’s beliefs, the sense of academic control, and the IT-related variables, collaborate in their impact on the self-regulation of learning. A transversal, one-time correlational study was designed in order to determine the predictive value of information technology usage related measures on the students’ self-regulation of learning, and ICTrelated constructs variations with the academic control and rationality of the individual. Self-report measures of the variables were used to record data from high school participant students. The developed conceptual models accommodate all original hypotheses and introduce the possibility of further, experimental research that can prove the direction of hypothesized influence pathways. Education provider, in general, and teachers, in particular, can use the results to better understand, design and apply the new IT-based teaching methods.