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<p>Grounded in Self-Determination Theory, Cognitive Load Theory, and Expectancy-Value Theory, this research examines the associations among empowered learning, use of digital resources, and preparedness for future in relation to students’ academic achievements in mathematics, science, and reading, using data from the 2022 Programme for International Student Assessment (PISA). Structural equation modeling was applied to a large cross-national sample of 613,744 students from 80 countries to examine both direct and indirect relationships among the key constructs. The findings indicate that empowered learning is positively associated with the use of digital resources, preparedness for future, and academic achievement across all three subjects. In contrast, while the use of digital resources is positively associated with achievement in science and reading, it is negatively associated with mathematics achievement, potentially reflecting cognitive load demands or pedagogical misalignments. Preparedness for future is consistently negatively associated with achievement, suggesting a possible disconnect between future-oriented motivation and current academic engagement. Overall, the findings highlight the importance of learner empowerment and subject-specific digital integration, while underscoring the need to align future-readiness orientation with present learning demands in digitally mediated educational contexts.</p>

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Effect of empowered learning, use of digital resources, and preparedness for future on mathematics, science, and reading achievement

  • 期刊论文

  • 发表日期：

    2026年3月31日

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  • Xiangyu Li,
  • Xiaobo Shi,
  • Prem Prasad Poudel,
  • Dirgha Raj Joshi,
  • Krishna Prasad Sharma Chapai

摘要

Grounded in Self-Determination Theory, Cognitive Load Theory, and Expectancy-Value Theory, this research examines the associations among empowered learning, use of digital resources, and preparedness for future in relation to students’ academic achievements in mathematics, science, and reading, using data from the 2022 Programme for International Student Assessment (PISA). Structural equation modeling was applied to a large cross-national sample of 613,744 students from 80 countries to examine both direct and indirect relationships among the key constructs. The findings indicate that empowered learning is positively associated with the use of digital resources, preparedness for future, and academic achievement across all three subjects. In contrast, while the use of digital resources is positively associated with achievement in science and reading, it is negatively associated with mathematics achievement, potentially reflecting cognitive load demands or pedagogical misalignments. Preparedness for future is consistently negatively associated with achievement, suggesting a possible disconnect between future-oriented motivation and current academic engagement. Overall, the findings highlight the importance of learner empowerment and subject-specific digital integration, while underscoring the need to align future-readiness orientation with present learning demands in digitally mediated educational contexts.