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This study utilized a quasi-experimental design to investigate the impact of different scaffoldings and inner speech on learning motivation, flexible thinking, and individual academic achievement in a technology-enhanced learning environment. The sample consisted of 181 college students in China who were randomly assigned to one of four groups: the procedural-scaffolding group, the conceptual-scaffolding group, the conceptual-and-procedural scaffolding group, and the control group. The data were analysed using a two-way ANCOVA and planned comparisons. The findings revealed that the conceptual-and-procedural scaffolding group exhibited higher scores in learning motivation, flexible thinking, and academic achievement than the conceptual or procedural scaffolding groups. No interaction effect was observed between the types of scaffolding and the level of inner speech on learning motivation. The reasons for the superior performance of the conceptual scaffolding group compared to the procedural scaffolding group and the absence of an interaction effect between the two independent variables have been thoroughly discussed. These findings have important implications for future studies aimed at enhancing education and research. • An experimental study exploring students' learning motivation, flexible thinking, and academic achievement was done by the effect of scaffolding. • The 181 samples were analyzed. • Several data analyses,such as descriptive analyses, two-way ANCOVA, and planned comparison, were analysed. • Possible research issues in the future and educational implications of scaffolding on students' cognitive behaviours were proposed. • The effects of conceptual scaffolding and procedural scaffolding on students' behaviors were reported. [ABSTRACT FROM AUTHOR]