Motivational dynamics in technology-enhanced learning: a parsimonious model of self-efficacy, ICT use, and mathematics achievement

Psychological factors, particularly domain-specific self-efficacy beliefs, supersede technological access in predicting achievement. These findings address the practical application of the ICT paradox in the field of education: frequent use of technology without a teaching purpose may increase cognitive load and distraction, thereby weakening learning outcomes. Educational intervention measures should prioritize the development of self-efficacy and purposeful integration of technology, rather than merely providing opportunities for digital access.