From emotional intelligence and digital mindset to academic achievement: The mediating role of self-regulated learning and the moderating effects of technology acceptance and digital resilience

Abstract

This study aims to examine the effects of emotional intelligence and digital mindset on students’ achievement in technology-based economics learning, with self-regulated learning as a mediating variable, and technology acceptance and digital resilience as moderating variables. An ex post facto quantitative design was employed in the study. Data were obtained through a structured survey administered to 392 students from public senior high schools. The findings reveal that both emotional intelligence and digital mindset significantly enhance self-regulated learning, while digital mindset also directly contributes to academic achievement. Furthermore, self-regulated learning has a significant positive effect on achievement and mediates the influence of both emotional intelligence and digital mindset on learning outcomes in technology-supported economics classes. In contrast, neither technology acceptance nor digital resilience demonstrates a significant moderating role in the model. These results highlight self-regulated learning as a key mechanism linking psychosocial factors and digital dispositions to students’ academic achievement. In conclusion, success in technology-based economics learning is influenced more by emotional intelligence, digital mindset, and self-regulated learning than by technology acceptance or digital resilience. The proposed moderated–mediation model contributes to digital learning research and offers practical implications for educational practice.