This paper examines the relationship between academic self-efficacy and academic performance among civil engineering students participating in a Hololens2 intervention project. Hololens2, a mixed reality (MR) head-mounted device developed by Microsoft, was utilized to facilitate self-regulated learning (SRL) processes across the three phases: forethought, performance, and self-reflection. Employing qualitative coding alongside parametric and non-parametric statistical analyses, including paired t-tests and bootstrap resampling, the study also explores the role of digital literacy specific to Hololens2 in shaping these outcomes. Results indicate significant improvements in academic self-efficacy and modest gains in academic performance, with Pearson correlation analysis revealing a strengthening relationship between the two variables. The findings highlight that Hololens2 fosters key motivational components of SRL, particularly academic self-efficacy, while also underscoring the potential contribution of Hololens2-specific digital literacy as a mediator to broader SRL sub-processes. Future research with larger sample size should investigate how this specific digital literacy impacts three dimensions of overall digital literacy−technical, cognitive, and social-emotional digital literacy−its relationship with SRL sub-processes, and how it mediates the link between academic self-efficacy and performance to optimize the disciplinary integration of mixed reality technologies in higher education.