Abstract
in the context of digital transformation in education, digital tools have been deeply integrated into junior high school classroom management, providing new solutions to problems such as low efficiency and lack of personalization in traditional management.This paper, based on self-regulated learning theory and the technology acceptance model, uses questionnaires, classroom observation, and interviews to investigate the impact mechanism of digital toolsassisted classroom management on junior high school students' learning behavior, involving 823 students and 126 teachers from 6 junior high schools in 3 eastern provinces of China.The study clarifies the core dimensions of digital tools-assisted classroom management, reveals the chain-mediating effect of learning motivation and self-efficacy, and discovers the moderating effect of teachers' digital literacy and the digital atmosphere in the classroom.The results show that digital tools-assisted classroom management can significantly and positively influence junior high school students' learning behavior, with learning motivation and self-efficacy sequentially transmitting this influence.Furthermore, the higher the teachers' digital literacy and the stronger the digital atmosphere in the classroom, the more significant the effect.The theoretical model constructed in this study provides support for the practice of digital management in junior high school classrooms and also provides empirical evidence for the implementation of digital education policies.