This study examined the effects of a technology-enhanced intervention on the self-regulation of 262 eighth-grade students, employing information and communication technology (ICT) and web-based self-assessment tools set against science learning. The data were analyzed using both maximum likelihood and Bayesian structural equation modeling to unravel the intricate relationships between self-regulation, self-efficacy, perceptions of ICT, and self-assessment tools. Our research findings underscored the direct and indirect impacts of self-efficacy, perceived ease of use, and perceived use of technology on self-regulation. The results revealed the predictive power of self-assessment tools in determining self-regulation outcomes, underlining the potential of technology-enhanced self-regulated learning environments. The study posited the necessity to transcend mere technology incorporation and to emphasize the inclusion of monitoring strategies explicitly designed to augment self-regulation. Interestingly, self-efficacy appeared to indirectly influence self-regulation outcomes through perceived the use of technology rather than direct influence. Analytically, this research indicated that Bayesian estimation could offer a more comprehensive insight into structural equation modeling by more accurately assessing our estimates' uncertainty. This research substantially contributes to comprehending the influence of technology-enhanced environments on students' self-regulated learning, stressing the importance of constructing practical tools explicitly designed to cultivate self-regulation.

翻译：本研究以262名八年级学生为对象，探究技术增强干预对其自我调节能力的影响，采用信息通信技术（ICT）及基于网络的自我评估工具，结合科学学习场景展开实验。通过最大似然法和贝叶斯结构方程模型对数据进行分析，以揭示自我调节、自我效能感、ICT感知与自我评估工具之间的复杂关系。研究结果强调了自我效能感、感知易用性和技术使用感知对自我调节的直接与间接影响。分析表明，自我评估工具对自我调节结果具有预测效力，凸显了技术增强型自我调节学习环境的潜力。研究提出，必须超越单纯的技术整合，着重纳入旨在强化自我调节的监控策略设计。值得注意的是，自我效能感并非直接作用于自我调节结果，而是通过技术使用感知产生间接影响。在分析方法层面，本研究显示贝叶斯估计能通过更精确评估估计参数的不确定性，为结构方程模型提供更全面的解释。该研究为理解技术增强环境对学生自我调节学习的影响提供了重要理论贡献，强调构建旨在培养自我调节能力的实用工具的重要性。