The Impact of Digital Threats on Independent Learning Patterns Among Students

Abstract

The importance of self-regulated learning (SRL) skills for students is increasing in the digital era, especially in online and blended learning environments, as a key to academic success. Students’ ability to self-direct their learning, manage their time, and utilize technology effectively is crucial. However, the active involvement of technology in the learning process also gives rise to various digital threats, including distractions from notifications and social media, challenges of information overload, cybersecurity risks, and potential increased learning anxiety due to expectations of constant connectivity. The purpose of this article is to comprehensively analyze the impact of various digital threats on self-regulated learning patterns among students, based on a literature review of relevant research. The focus of the analysis will be on how these specific threats can interrupt and alter essential components of SRL, including goal setting, strategic planning, self-monitoring, motivational and emotional regulation, and self-reflection. Furthermore, this article will explore how factors such as technology readiness and anxiety levels can moderate the relationship between exposure to digital threats and self-regulated learning effectiveness. A deeper understanding of these complex interactions is expected to provide a foundation for the development of more effective intervention and support strategies.