Mediating Effects of Learning Environment Adaptation and Self-Efficacy on College Students’ Self-Directed Learning
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27. Feb. 2025
Über diesen Artikel
Online veröffentlicht: 27. Feb. 2025
Eingereicht: 24. Sept. 2024
Akzeptiert: 11. Jan. 2025
DOI: https://doi.org/10.2478/amns-2025-0089
Schlüsselwörter
© 2025 Yilin Ren et al., published by Sciendo
This work is licensed under the Creative Commons Attribution 4.0 International License.
Figure 1.
Figure 2.
Figure 3.
Figure 4.
Figure 5.
Figure 6.
Figure 7.
| X | X is the independent variable of the mediation model (Self concept). |
| Y | Y is the dependent variable of the mediation model (Self directed learning). |
| M1 | M1 is the mediator variable in the mediation model (Self-efficacy). |
| M2 | M2 is the mediator variable in the mediation model (Learning environment adaptation). |
| The effect coefficient of the independent variable X on the mediating variable M1. | |
| The effect coefficient of the independent variable X on the mediating variable M2. | |
| The effect coefficient of the mediator variable M1 on the dependent variable Y. | |
| The effect coefficient of the mediator variable M2 on the dependent variable Y. | |
| The direct effect of independent variable X on dependent variable Y. | |
| The indirect effect of independent variable X on dependent variable Y | |
| The effect coefficient of the mediator variable M1 on mediating variable M2. | |
| The error terms for equations 1, 2, 3and4. | |
| N | Statistical sample size. |
| Pearson correlation coefficient. | |
| The chi square value of the model | |
| The degrees of freedom of the model | |
| The chi square value of the benchmark model | |
| The degrees of freedom of the benchmark model | |
| Observation covariance matrix | |
| Covariance matrix for model fitting | |
| β | Standardized coefficients. |
| t | The significance level of the difference between sample results and population parameters. |
| R2 | The goodness of fit of the model. |
| F | The significance of the impact of variables on response variables. |
Demographic characteristics (N=325)
| Characteristics | N | % | |
|---|---|---|---|
| Gender | Male | 160 | 49.23% |
| Female | 165 | 50.77% | |
| Education | undergraduate | 242 | 74.46% |
| postgraduate | 83 | 25.54% | |
| Top 10% | 22 | 6.77% | |
| 11%~25% | 28 | 8.62% | |
| Scores | 26%~50% | 120 | 36.92% |
| 51%~75% | 112 | 34.46% | |
| After 76% | 43 | 13.23% | |
| Marital status | Married | 6 | 1.85% |
| Unmarried | 319 | 98.15% | |
| Natural Sciences | 161 | 49.54% | |
| College | Social Sciences | 112 | 34.46% |
| Art | 52 | 16.00% | |
The correlation between variables (N=325)
| variables | self-concept | self-directed learning | self-efficacy | |
|---|---|---|---|---|
| self-concept | 52.38±9.518 | 1 | ||
| self-directed learning | 48.63±16.278 | 0.564 |
1 | |
| self-efficacy | 76.15±19.241 | 0.614 |
0.685 |
1 |
| learning environment adaptation | 53.57±6.35 | 0.449 |
0.304 |
0.476 |
The mediating effect of AQ between Student Achievement and Engagement
| Self directed learning | self-efficacy | learning environment adaptation | Self directed learning | |||||
|---|---|---|---|---|---|---|---|---|
| Predictors | β | t | β | t | β | t | ||
| Self concept | 0.572 | 8.54 |
0.483 | 4.21 |
0.268 | 7.92 |
0.476 | 5.78 |
| self-efficacy | 0.065 | 8.36 |
0.312 | 9.11 |
||||
| learning environment adaptation | 0.065 | 5.47 |
||||||
| R2 | 0.19 | 0.21 | 0.14 | 0.25 | ||||
| F | 80.12 |
72.45 |
70.30 |
75.88 |
||||