scholarly journals The effect of Self-Directed Learning on the relationship between Self-Leadership and Online Learning among university students in Turkey

2020 ◽  
Vol 8 (1) ◽  
pp. 129-165
Author(s):  
Mehmet Durnali
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
University Students ◽  
Structural Equation ◽  
Attitude Scale ◽  
University Education ◽  
Equation Modeling ◽  
Self Directed Learning ◽  
Directed Learning ◽  
The Relationship

More and more people across the world seek a university education. Therefore, universities offer full or partial distance undergraduate and postgraduate degrees to meet that demand. Distance education has become more widespread with advances in the Internet and computer technologies and online learning and teaching software (e.g., Learning Management Systems). The spread of the Coronavirus disease (COVID-19), which broke out in early 2020, has also played a significant role in the increased popularity of distance education. Therefore, investigating and reporting upon university students’ self-leadership (SL) behaviors, self-directed learning (SDL) skills, and online learning (OL) attitudes in such learning environments is both timely and critical. This empirical study used a relational survey model to investigate SL, SDL, and OL among university students. The sample consisted of 835 students in Turkey. Data were collected using the “Self-Directed Learning Scale (SDLS),” “Revised Self-Leadership Questionnaire (RSLQ),” and “Online Learning Attitude Scale (OLAS).” Data were analyzed using descriptive statistics, Pearson coefficient, Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM). SL was moderately and positively correlated with SDL and OL. SDL was moderately and positively correlated with OL. SDL played a fully mediating role in the relationship between SL and OL. SL predicted OL in both the indirect and total effect model. This study addressed university students’ perceptions and tested a model to provide empirical evidence for the relationships and predictions of SL, SDL, and OL. Therefore, it is believed that the results will help advance the constructs of SDL, SL, and OL paradigms. Received: 07 March 2020Accepted: 17 November 2020

scholarly journals Cognitive Flexibility, Procrastination, and Need for Closure Predict Online Self-Directed Learning Among Pakistani Virtual University Students

2021 ◽  
Vol 6 (2) ◽  
pp. 31-41
Author(s):  
Itbar Khan ◽  
Marlene Schommer-Aikins ◽  
Nazia Saeed
Keyword(s):  
Online Learning ◽  
University Students ◽  
Cognitive Flexibility ◽  
Psychological Factors ◽  
Need For Closure ◽  
Regression Analyses ◽  
Self Directed Learning ◽  
Virtual University ◽  
Directed Learning ◽  
The Relationship

This study investigated the relationship between students’ self-directed online learning and their everyday psychological factors often associated with learning in general.Total 140 Virtual University students in Pakistan completed measures of online self-directed learning and psychological factors, including cognitive flexibility, procrastination, and need for closure.  Regression analyses indicated that the less students procrastinate in general, the more students embraced cognitive flexibility, and the less they impulsively sought quick solutions, the more likely they reported effective online self-directed learning.  In contrast, younger students, had a need for quick answers, procrastinate in general, and who embraced cognitive flexibility, were more likely to report ineffective online self-directed learning.The results suggest that students may be given training on how to avoid procrastination. Students need for closure can be eased by quizzes throughout the semester and students may be taught alternatives for encouraging cognitive flexibility.

scholarly journals Relationship between multidimensional perfectionism and cognitive flexibility in university students

2020 ◽  
Vol 17 (4) ◽  
pp. PDF
Author(s):  
Zeynep Akkuş çutuk
Keyword(s):  
Structural Equation Modeling ◽  
University Students ◽  
Cognitive Flexibility ◽  
Structural Equation ◽  
Equation Modeling ◽  
The Relationship

In this study, it was aimed to investigate the relationship between multidimensional perfectionism and cognitive flexibility in university students. The sample consisted of 375 students (179 [47.7%] males) aged from 18 to 41 years. Data were obtained using the Multidimensional Perfectionism Scale (MPS) and Cognitive Flexibility Inventory (CFI). Structural Equation Modeling (SEM) was used to analyze the data. The results obtained from the research has shown that multidimensional perfectionism affects cognitive flexibility and as multidimensional perfectionism increases, the level of cognitive flexibility decreases.

Online Reputation and Stress: Discovering the Dark Side of Social Media

2020 ◽  
Vol 10 (2) ◽  
pp. 181-192
Author(s):  
Faseeh Amin ◽  
Mohammad Furqan Khan
Keyword(s):  
Social Media ◽  
University Students ◽  
Structural Equation ◽  
Negative Impact ◽  
Dark Side ◽  
Equation Modeling ◽  
Media Dependency ◽  
Media Usage ◽  
Online Reputation ◽  
The Relationship

The research on social media has mostly focused on its utilitarian aspects for both businesses and individuals. With growing embedment of social media in our individual affairs, it is important to study its negative impact on its users. This study provides an important perspective by studying social media user’s concern for online reputation and its relationship with stress which is moderated by social media dependency. This study was conducted on university students in India on a sample size of 350. Using Structural Equation Modeling, the relationship between ‘concern for online reputation’ and ‘social media stress’ was tested which revealed there is a positive relationship between the two variables. The results also suggest positive moderating role played by social media dependency in the relationship between ‘concern for online reputation’ and ‘social media stress’. This study has important implication for sociologist, psychiatrists and psychologists who will be keen to study this domain. Since this study was conducted on university students, it also has implications for parents and guardians who want to keep a check on their wards to prevent them from stress caused by social media usage.

scholarly journals Self-Control and Affect Regulation Styles Predict Anxiety Longitudinally in University Students

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
John P. Powers ◽  
Hannah Moshontz ◽  
Rick H. Hoyle
Keyword(s):  
University Students ◽  
Coping Strategies ◽  
Affect Regulation ◽  
Structural Equation ◽  
Well Being ◽  
Self Control ◽  
Equation Modeling ◽  
Self Blame ◽  
Cohort Design ◽  
The Relationship

The performance and well-being of university students is influenced by many factors, including self-control and affect regulation, but little is known about how these factors relate. We therefore analyzed data from a multi-site research project that assessed trait self-control, affect regulation, and anxiety in a longitudinal cohort design (N = 1314) using structural equation modeling. We specifically tested hypotheses that trait self-control, assessed upon entering school, would predict anxiety outcomes during students’ third year, and this relationship would be mediated by affect regulation styles (adaptive or maladaptive). We found that greater self-control did predict lower third-year anxiety, even after accounting for anxiety levels upon entering school. Furthermore, this relationship was partially mediated by maladaptive affect regulation, where students with greater self-control endorsed less use of maladaptive coping strategies (e.g., denial, self-blame), which in turn predicted less subsequent anxiety. In contrast, adaptive coping strategies did not mediate the relationship between trait self-control and anxiety. These findings highlight trait self-control as an important predictor of anxiety, and they identify maladaptive affect regulation as a target for interventions to promote student well-being and success.

Pathways toward entrepreneurial intention among Malaysian universities’ students

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hanieh Alipour Bazkiaei ◽  
Noor Ullah Khan ◽  
Ateeq-ur-Rehman Irshad ◽  
Adeel Ahmed
Keyword(s):  
University Students ◽  
Personality Traits ◽  
Psychological Factors ◽  
Structural Equation ◽  
Entrepreneurial Intention ◽  
Primary Data ◽  
Equation Modeling ◽  
Content Type ◽  
Mediating Role ◽  
The Relationship

PurposeEntrepreneurship is a vital source of job creation and a key driver in promoting economic growth. The Malaysian government encourages higher educational institutions (HEIs) to develop more competitive and innovative graduates for the economy so that Malaysia achieves high-income nation status by 2025. This study aims to investigate the mediating role of attitude toward entrepreneurship (ATE) in the relationship between key psychological factors, that is, subjective norm (SN), perceived behavior control (PBC), big-five (BF) personality traits, entrepreneurial motivation (EM) and educational factors (EFs) with entrepreneurial intention (EI) among Malaysian university students.Design/methodology/approachThis study used a quantitative design based on a positivist approach. The adopted questionnaire was used as the survey instrument. The primary data were collected from a sample of 251 final-year students in the management field who were enrolled in research-intensive Malaysian universities. Data were analyzed through the structural equation modeling (SEM) technique using AMOS 24 software.FindingsFindings confirmed that the BF personality traits, EM, PBC, SN, ATE and EFs were positively related to EI. Furthermore, ATE mediated the relationship between BF personality traits, EM, PBC, SN, EF, and EI among Malaysian university students.Research limitations/implicationsThis research provides critical insights into the key antecedents, for example, psychological and EFs, in explaining the EI of university students and future graduates. However, results can only be generalized to research-intensive Malaysian universities.Originality/valueThis study investigated the relationship between psychological factors, that is, BF personality traits, EM, PBC, SN and EFs in predicting EI of Malaysian university students. ATE mediated the relationship between BF personality traits, EM, PBC, SN, EF and EI among these students.

Immersive live streaming experience in satisfying the learners’ need for self-directed learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ree Chan Ho ◽  
Bee Lian Song
Keyword(s):  
Technology Use ◽  
Structural Equation ◽  
Tertiary Education ◽  
Business Students ◽  
Equation Modeling ◽  
Live Streaming ◽  
Self Directed Learning ◽  
Content Type ◽  
Directed Learning ◽  
The Impact

Purpose This study aims to examine live streaming experiences of business students’ at the tertiary education level, and how the use of this interactive platform satisfies their affective, cognitive, social and hedonic needs in learning. Likewise, it explored the influence of live streaming class on the learning outcome needed in achieving self-directed learning. Design/methodology/approach Drawing on the uses and gratifications theory, a conceptual framework was developed to discover the impact of interactive live streaming platform in meeting learners’ needs required for self-directed learning. A survey was conducted with a sample of 402 business undergraduate students from 5 universities. Data was analyzed with covariance-based structural equation modeling. Findings This study confirmed that learners’ gratifications gained from live streaming encouraged them to collaborate with the instructors in meeting the learning outcomes. The findings also supported that the interactive nature of live streaming offers the opportunity for students to learn independently. Thus, it sheds new light on how a live streaming learning environment can be further developed in promoting self-directed learning. Originality/value This study offers a novel understanding of live stream class adoption by examining learners’ needs from a uses and gratification perspective. It also contributed new insight to the existing literature on live streaming technology use in education to promote self-directed learning.

Students Perceptions Of Success In The Online Graduate-Level Classes: A Self-Directed Learning Perspective

2013 ◽  
Vol 6 (1) ◽  
pp. 115 ◽  
Author(s):  
Pao-Nan Chou
Keyword(s):  
Online Learning ◽  
Academic Performance ◽  
Graduate Students ◽  
Qualitative Method ◽  
Public University ◽  
Graduate Level ◽  
Self Directed Learning ◽  
Directed Learning ◽  
The Relationship

The purpose of this study is to examine the phenomenon of successful online learning, defined as a higher academic performance (A or 90) and to find if there is the evidence to confirm the role of self-directed learning in the online graduate-level courses. A qualitative method was used to analyze learners perceptions of online learning experiences. Six graduate students from an American public university participated in this study. The qualitative analysis yielded six major themes, which confirm the relationship between self-directed learning and academic performance.

scholarly journals COGNITIVE LOADING DUE TO SELF-DIRECTED LEARNING, COMPLEX QUESTIONS AND TASKS IN THE ZONE OF PROXIMAL DEVELOPMENT OF STUDENTS

2018 ◽  
Vol 76 (6) ◽  
pp. 864-880
Author(s):  
Ephraim Zulu ◽  
Theodore Haupt ◽  
Vittorio Tramontin
Keyword(s):  
Structural Equation ◽  
Zone Of Proximal Development ◽  
Equation Modeling ◽  
Proximal Development ◽  
Validity And Reliability ◽  
Self Directed Learning ◽  
Cognitive Loading ◽  
Instrument Validity ◽  
Directed Learning ◽  
Development Of Students

The aim of the research was to explore the levels of cognitive loading induced by certain tenets of constructivist pedagogy namely self-directed learning complex questions and zone of proximal development. The study also sought to investigate the associations between these constructs and with cognitive loading and complex questions. Data for the research were collected using a questionnaire survey of a sample of students studying towards undergraduate degrees in construction-related studies at - public universities in South Africa. The data were factor analyzed to determine the factor structure of the constructs and to assess instrument validity and reliability. The relationships between the various constructs were analyzed using structural equation modeling (SEM). Consistent with other studies, the research found that complex questions induce a statistically significant amount of cognitive loading in students. The study also found that self-directed learning does not induce cognitive loading while subjecting students to tasks which are in their zone of proximal development is likely to induce some cognitive loading albeit much less than that from complex questions. Locating tasks in the zone of proximal development of students is likely to lead students to engage in some self-directed learning. It was also found that complex questions had a small significant association with self-directed learning. To reduce the amount of cognitive loading which students are subjected to, complex questions should be avoided for students with little subject prior knowledge, otherwise, students should be appropriately scaffolded. Students should be encouraged to engage in self-directed learning in order to reduce cognitive loading. Learning tasks assigned for self-directed learning should not be complex relative to the knowledge of the students as this discourages students from persisting with self-directed learning due to high cognitive loading. Keywords: cognitive loading, complex questions, self-directed learning, zone of proximal development.

scholarly journals UNIVERSITY STUDENTS’ GROWTH GOALS, OPPORTUNITIES FOR GOAL FULFILLMENT, AND PERCEIVED UNIVERSITY AND MESOSYSTEM SUPPORT

2021 ◽  
Vol 7 ◽  
pp. 86-94
Author(s):  
Zigmunds Freibergs ◽  
Aleksandrs Kolesovs
Keyword(s):  
University Students ◽  
Personal Growth ◽  
Structural Equation ◽  
Perceived Support ◽  
Equation Modeling ◽  
The Social ◽  
Continuous Interaction ◽  
Interpersonal Environment ◽  
The University ◽  
The Relationship

This study assessed the relationship between students’ growth goals and perceived opportunities to achieve these goals in Latvia and the perceived support from the university and the mesosystem. Socialization models emphasize that the setting of personal goals occurs in continuous interaction with the sociocultural context, which includes perceived opportunities to achieve these goals and the interpersonal environment. Both – perceived support from close people (mesosystems) and perceived support from the university – are significant for students. The study involved 432 university students between 18 and 49. We have assessed the extent to which students’ goals regarding education, work, and personal growth are predicted by perceived opportunities to achieve these goals in Latvia and by the perceived support from parents, relatives, friends, classmates, teachers, and the university as an institution. The results of structural equation modeling revealed that personal growth goals are positively predicted by all three elements - the perceived opportunities to achieve these goals and the perceived academic and mesosystem support. The support of the classmates was connected to the support of the mesosystem that indicates the importance of friendly relations among students. Students’ growth goals were the most closely associated with the perceived support in their specific environment – the university. In general, the results confirm the complex interaction of personal growth goals with the social and cultural environment in particular circumstances.

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