Self-directed learning as a mediator of the relationship between contextual support and career decision self-efficacy

2017 ◽  
pp. 231-239
Author(s):  
P.L. Suharso ◽  
F.M. Mangunsong ◽  
L.R.M. Royanto
Keyword(s):  
Self Efficacy ◽  
Career Decision ◽  
Self Directed Learning ◽  
Contextual Support ◽  
Directed Learning ◽  
The Relationship

scholarly journals The Relationship between Self-efficacy and Learning Environment with Students' Self-directed Learning

2020 ◽  
Vol 4 (1) ◽  
pp. 37-42
Author(s):  
Nanda Mirzawati ◽  
Neviyarni Neviyarni ◽  
Rusdinal Rusdinal
Keyword(s):  
Learning Environment ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Random Sampling ◽  
The Self ◽  
Sampling Techniques ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Correlational Method ◽  
The Relationship

The lack of self-directed learning of students shown by students is one problem associated with self-efficacy and the learning environment. The purpose of the research is to reveal the relationship between self-efficacy and the learning environment, and self-directed learning. This study uses the correlational method and data collected from a sample of 198 students, which were found using proportional random sampling techniques. Data were collected using a self efficacy scale (24 valid items = 0.851), a learning environment scale (32 valid items = 0.830), and a self-directed learning scale (64 valid items = 0.936). Data were then analyzed using multiple regression. The results showed the correlation coefficient r = 0.535 and p = 0.00 (p> 0.05), which showed that there was a positive and significant relationship between self-efficacy and the learning environment together with self-directed learning. So it can be explained that the higher the self-efficacy and learning environment, the higher the student's self-directed learning.

scholarly journals The Relationship between Self-Directed Learning and Problem-Solving Ability: The Mediating Role of Academic Self-Efficacy and Self-Regulated Learning among Nursing Students

2021 ◽  
Vol 18 (4) ◽  
pp. 1738
Author(s):  
Younghui Hwang ◽  
Jihyun Oh
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Self Efficacy ◽  
Multiple Mediation ◽  
Self Directed Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Directed Learning ◽  
The Relationship ◽  
Academic Self Efficacy

Problem-solving ability is necessary for the clinical reasoning and decision-making of nurses to solve patients’ health problems. This study aims to investigate the association between self-directed learning and problem-solving ability using the multiple mediation model to identify strategies to enhance problem-solving ability in nursing students. This is a descriptive survey study of 193 nursing students from two universities in South Korea. Data about self-directed learning, self-regulated learning, academic self-efficacy, and problem-solving ability were collected using structured questionnaires between 5 March and 17 June 2018, and were analyzed using serial multiple mediation analysis. The direct effect of self-directed learning on problem-solving ability was statistically significant. The serial multiple mediation technique predicting problem-solving ability from self-directed learning, academic self-efficacy, and self-regulated learning was significant, explaining 40% of the variance in problem-solving ability. The relationship between self-directed learning and problem-solving ability was partially mediated by academic self-efficacy and self-regulated learning. This study suggests the suitability of considering academic self-efficacy and self-regulated learning together when conducting self-directed learning to improve nursing students’ problem-solving ability.

scholarly journals The Relationship Between Self – Efficacy and Readiness for Self – Directed Learning of Students at Vietnam University

2021 ◽  
Vol 11 (3) ◽  
pp. 91
Author(s):  
Truong Nguyen Dong Phan ◽  
Tuong Nguyen Van ◽  
Giau Dinh Sang
Keyword(s):  
Self Efficacy ◽  
Total Population ◽  
Ho Chi Minh City ◽  
Self Directed Learning ◽  
Social Sciences And Humanities ◽  
National University ◽  
Directed Learning ◽  
The University ◽  
The Relationship ◽  
Academic Year

The research aims to investigate the readiness of self–directed learning, self–efficacy, and the relationship between them in students at the University of Social Science and Humanities Vietnam National University Ho Chi Minh City. The study was administrated with the self-efficacy scale developed by Schwarzer, R., & Jerusalem, M. (1993) and the readiness for self–directed learning scale developed by Fisher et al. (2001, 2010). The total number of students at the University of Social Sciences and Humanities, Vietnam National University, Ho Chi Minh City was 12,540 students (according to the second term of the academic year 2020–2021). This study’s sample was calculated with the formula developed by Watson (2001). With a confidence level of 95% and a variable value of 50%, in the results table of Watson's sample size for a total population of 10,000 to 15,000 people, the sample size for this study ranged from 385 to 390 people. The official sample of 395 students was suitable, which could represent the total population according to Watson (2001). Research results showed that the level of self-efficacy and readiness for self–directed learning among students at the University of Social Sciences and Humanities, Vietnam National University, Ho Chi Minh City was at an intermediate level. In particular, the results indicated that there was a difference between different academic–year students and readiness for self–directed learning. Research results implied that there was a close correlation between self-efficacy and readiness for self–directed learning in students.

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