A conceptual impact model of digital support for student self-regulation and emotion regulation grounded in Self-Determination Theory

Abstract We present a conceptual impact model illustrating how digital tools can facilitate the fulfillment of basic psychological needs, autonomy, competence and relatedness, which in turn may foster improvements in self-regulation and emotion regulation. The model incorporates features of digital tools such as personalized learning paths, real-time feedback mechanisms, progress tracking, reward systems, gamification, targeted interventions and community support, illustrating how these elements address one or more basic psychological needs. These are further complemented by AI-specific mechanisms such as adaptivity, intelligent feedback and automated social presence. The model demonstrates that fulfilling the need for competence and autonomy may influence self-regulation, while relatedness - emotion regulation, which can consequently enhance mental health. Learner traits, such as computational thinking abilities, alongside contextual factors like technical infrastructure, shape how students engage with and benefit from digital tools. The claims and future directions are discussed.