The Influence of Self-reflection on College Students Using Self-directed Learning: The Mediating Effects of Mentoring and Learning Strategy

The aim of this study was to identify the relationship between the level of digital literacy and self-directed learning among students of Sharif University of Technology. Digital literacy refers to the set of capabilities required for the effective use of information and communication technologies in a knowledge society. Self-directed learning is a process in which people identify their learning needs and implement appropriate learning strategies. Its dimensions are self-management, self-control and desire to learn. Self-management is related to work control issues focuses on the behavioral and social aspects of learning tendencies. Outdoor activities, in this sense, are related to the learning process. Self-management is related to setting learning goals and managing learning resources. Questions about management goal, learning methods, support, and outcomes are discussed collaboratively and continuously. Self-control considers cognitive and metacognitive processes, including the monitoring of learning strategies, as well as the ability to think about the way of thinking (planning and modifying thinking according to the purpose of learning). Self-control is the process by which the learner becomes responsible for his or her own mental construction. The basic concept of the desire to learn dimension is that motivation plays an important role in taking action and maintaining the effort to learn and complete cognitive goals. Despite our limited understanding of the relationship between motivation and cognition, there is ample evidence that motivational factors have many practical effects on a variety of cognitive activities. In his regard, there are five questions as below: Question 1: What is the relationship between the level of digital literacy and students' self-directed learning and its various dimensions? Question 2: What is the relationship between students' gender and digital literacy and their self-directed learning? Question 3: What is the relationship between education and digital literacy and students' self-directed learning? Question 4: What is the relationship between college and digital literacy and students' self-directed learning? Question 5: What is the relationship between students' participation in IT courses and their level of digital literacy? This research is applied in terms of purpose and is a descriptive-survey in terms of data collection method. Is. In this study, Sharif University of Technology students in undergraduate and graduate studies were selected as the statistical population. 8709 students are studying in 13 faculties of this university. The number of male and female students in bachelor's and master's degrees is almost equal. Stratified sampling method was used and 30 students (15 male and 15 female) from each faculty were randomly selected. A total of 390 people were randomly selected of which 195 were female and 195 were male. In order to assess the level of digital literacy of students and their self-directed learning, researcher-made and standard questionnaires were used, respectively. a standard questionnaire was used to assess the self-directed learning of the respondents. This questionnaire is the Fisher standard questionnaire with 40 items that was introduced in 2001. The response scale is the Likert five-choice range (too low = 1 to too high = 5). Score of the self-directed learning variable of each respondent was equal to the median score of items. Since there was not any updated and appropriate questionnaire to measure the level of digital literacy, the researcher decided to design a researcher-made questionnaire with the following steps: 1- Digital literacy reference sources such as Microsoft and North Star companies were used to design the questionnaire. The questions on these websites cover various areas of digital literacy, from beginner to advanced. 2- The questions were modified and localized. The final questionnaire consisted of 25 items that items 1 to 18 measured the digital literacy level of the respondent as a practical test and items 19 to 25 measured the respondents' mental perceptions of their digital literacy level. 3- The questionnaire was revised by 14 experts and professors to ensure its validity 4- Cronbach's alpha test was used to assess the reliability of the questionnaire. The results showed the high reliability of the questionnaire. The results showed that there is a positive and significant relationship between the level of digital literacy and students' self-directed learning and all its dimensions. It can be concluded that the digital literacy of Sharif University of Technology students is not at a very good level. In order to improve its students 'academic achievement indicators, the university can hold various courses to increase students' digital literacy skills.

An increasing number of German schools have suspended teacher-directed learning (TL) in favor of self-directed learning (SL) modules. We used the broaden-and-build theory and self-determination theory as a theoretical framework to determine whether students in self-directed and teacher-directed learning environments differ in the interplay of positive emotions and learning strategies of students in secondary education. The study also compares the mediating role of autonomy support on the relationship between positive emotions and learning strategies. Questionnaire data from 787 German secondary school students in the sixth and seventh grades were analyzed. The results of the latent mean comparison indicated that students in the self-directed learning environment demonstrated more adaptive learning behaviors. Further, a multigroup structural equation model identified strong differences in the interplay of the variables between students in the self-directed and teacher-directed learning environments. In the teacher-directed learning environment, autonomy support was not found to mediate the relationship between positive emotions and learning strategies.

Introduction: The Competency-Based Medical Education (CBME) curriculum was introduced by the National Medical Commission (NMC) of India in 2019, aiming to bridge the gap between theoretical knowledge and practical skills among medical graduates. This study explores students' perspectives on the CBME curriculum, with a focus on foundational skills, self-directed learning, integration, ethics, and assessment strategies, as experienced by multiple cohorts at the Andaman and Nicobar Islands Institute of Medical Sciences (ANIIMS), Port Blair. Materials and Methods: A cross-sectional survey was conducted from April to May 2023 among MBBS students at ANIIMS, covering the 2019-2022 batches. A structured questionnaire was used to gather students' feedback on various CBME components, including foundational courses, learning strategies, integration, ethics, and assessment methods. Descriptive and inferential statistical analyses were performed, with Chi-square tests and ANOVA to examine the association between student responses and their year of joining. Results: Out of 144 participants, a high agreement was observed on the importance of foundational components such as Basic Life Support (100%) and Professionalism and Ethics (99%). CBME learning strategies, including Small Group Teaching and Self-Directed Learning, were positively endorsed, though batch based variations were noted. Significant differences were found in components like Small Group Teaching (p = 0.048) and assessment understanding (p = 0.015), with newer cohorts showing higher levels of comprehension and appreciation. Integration and ethics were consistently well-regarded across all batches, while challenges were highlighted in areas such as logbook management. Conclusion: The CBME curriculum has been positively received by medical students, with newer cohorts demonstrating a greater appreciation for self-directed and integrated learning approaches. However, logistical and educational barriers remain in areas like logbook management and assessment structure comprehension, indicating a need for continued curriculum refinement. This study provides valuable insights into how CBME is perceived by medical students and highlights areas for further enhancement to ensure competency-based training meets the needs of future healthcare professionals.

"Teaching Practice is a critical phase of teacher education that provides opportunities for student teachers to reflect on the development of their teaching philosophies and put them into action. Self-directed learning pertains to a process where these students take responsibility for their own learning by setting outcomes, choosing material or human resources, selecting appropriate learning strategies, and evaluating their learning. E-portfolios as learning tools can be utilized to facilitate the development of skills for self-directed learning. Good quality mentoring in schools contributes to the development of critical professional skills of student teachers and ensures the best quality learning experiences for pupils. This paper is arranged as an ideas paper that seeks to explore the intersections between mentoring, self-directed professional learning of student teachers and the use of e-portfolios during teaching practice. The most common trends on these topics will be described and intersections identified, thereby exploring how self-directed learning could be supported by the use of e-portfolios and good quality mentoring. Findings showed that e-portfolios are practical tools for self-directed, reflective and collaborative professional learning. Further findings show that formal mentoring programs are essential to meet student teachers professional learning needs. These findings will encourage mentor teachers to optimally use e-portfolios to enhance student teachers self-directed professional learning."

This study investigates the development of achievement goals and learning strategies by analyzing their relationships with achievement, age, gender, and the interplay between deep- and surface-learning strategies across instructional environments. Conducted in schools integrating self-directed learning (SDL) intervals, it explores how these changes affect students' achievement goals and cognition. SDL fosters autonomy, positions teachers as facilitators, and addresses challenges like weak SDL skills and declining motivation in teacher-directed instruction (TDI). Longitudinal data from 754 students (M age = 13.56 years, SD = 1.2; 49.7% female) were analyzed using latent change score models. Findings show SDL enhances mastery goals and deep-learning strategies while reducing performance-avoidance goals and surface-learning. This study underscores the importance of structured SDL and TDI alternations in optimizing motivation and learning .

The emerging interest in self-directed learning (SDL) in the context of language learning has focused less on specific learning strategies selected by language learners based on their discoveries. Anchored on Boyatzis' Theory of Selfdirected Learning (2001) and Classifications of Language Learning Strategies by O'Mally and Chamot (1990), and guided by Clarke's and Braun (2017) procedure of Thematic Analysis, the study aims to assess self-directed English language learning strategies of YouTube content creators. The observational method was used to assess 55 videos which met the predetermined criterion. The results have shown that the YouTube content creators utilized primarily cognitive strategies, followed by socio-affective strategies, then metacognitive strategies. Further investigation has drawn out the advantages and disadvantages of the learning strategies used. The research also determined how the learning strategies used by the content creators could be useful in English classrooms. Despite the successful experiences of the YouTube content creators in self-directed language learning, there are several factors to consider when determining how these can be effective for students learning English.

This study investigated factors influencing college students’ self-directed learning with technology. A questionnaire was employed to obtain data from 153 college students on their self-directed learning readiness, the use of Web 2.0 tools for learning, online communication self-efficacy, and computer self-efficacy to predict their self-directed learning with technology. The data were analysed using sequential multiple regression and mediation analyses. The results showed that the predictor variables explained 19% of the variation in self-directed learning with technology. Self-directed learning readiness and the use of Web 2.0 tools for learning were found to be significant predictors of students’ self-directed learning with technology. Moreover, the results indicate that the use of Web 2.0 tools for learning significantly mediated the influence of students’ online communication self-efficacy and computer self-efficacy on their self-directed learning with technology. This study suggests that students be provided with scaffolding or assistance, not only for self-directed learning skills and the use of Web 2.0 tools for learning, but also for computer use and online communication in order to enhance their self-directed learning with technology.

Self-directed learning (SDL) skills are particularly important in medical education, considering that physicians should be able to regulate their own learning experiences. To evaluate the relationship between learning styles and strategies and self-directed learning in medical students. One hundred ninety nine first year medical students (120 males) participated in the study. Preparation for Independent Learning (EPAI) scale was used to assess self-direction. Schmeck learning strategies scale and Honey and Alonso (CHAEA) scales were used to evaluate learning styles and strategies. Theoretical learning style and deep processing learning strategy had positive correlations with self-direct learning. Medical students with theoretical styles and low retention of facts are those with greater ability to self-direct their learning. Further studies are required to determine the relationship between learning styles and strategies with SDL in medical students. The acquired knowledge will allow the adjustment of teaching strategies to encourage SDL.

This case study examines Korean college students’ self-directed English learning practices performed outside of the classroom. In particular, the current study investigates what learning activities the students choose and carry out for their self-directed learning (SDL) and how they respond to the project as part of a general Englishc ourse. Based on Knowles’ (1975) conceptualization of the process that autonomous learners go through, the self-directed English learning project proceeded in five phases: reflecting on students’ own previous Englishle arning experience, researching information about how to study Englishand what Englishlearning materials to use, designing their own Englishlearning plans, executing the plans, and reflecting on their SDL practices. Students from two general English classes engaged in the SDL project for 13 weeks during the Fall semester of 2019, and a total of 51 students participated in this study. The main source of data was survey questionnaires administered during the project, which consisted of multiple-choice, 5-point Likert scale, and open-ended questions. As supplementary data, the students’ study logs and the instructor's teaching materials were also collected. Descriptive statistics were used to analyze and display responses to the multiple-choice questions and Likert-scale ratings. Qualitative analysis was used for students’ responses to the open-ended questions to identify common themes among students. Analysis of the data revealed that the students most often chose input-oriented activities focusing on listening and reading as opposed to speaking, which was the area of English they most wished to improve. Depending on the area of English, learning materials were chosen differently, and speaking/writing activities were mostly conducted individually. In general, smartphones were preferred, but for those who used English learning sources designed for educational purposes, traditional tools like print books were preferred. The students showed overall positive responses to the SDL project and reported that it allowed them to have a new experience with English learning, to discover various English learning methods, and to improve their English ability. However, some difficulties carrying out the project were mentioned by the students, including the time to make for the project and the overall effectiveness regarding their English learning activities. The findings of the study indicate that the SDL project can positively impact students’ English learning by preparing them to be more autonomous English learners. The findings also suggest that bothi ndividual instructors and institutions should provide students with further assistance and scaffolding to support their self-directed English learning. Instructors are recommended to take advisory roles and offer appropriate assistance and guidance for their students to have successful SDL experiences and develop their SDL capacity in sustainable ways. In addition, institutional level supports such as various Englishlea rning environments, one-on-one consultation services, and extracurricular programs are suggested as effective ways to facilitate students’ self-directed language learning.

Purpose – In the field of second language education, self-directed learning is really important as it can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively and make use of language learning strategies. The main aim of the present study is to investigate students’ self-directed learning readiness (SDLR) in a foundation program in a public university in Malaysia so as to find out how they perceive this approach can improve their learning of the English language at tertiary level. More specifically, the researchers intend to find answers to these research questions: 1) Are foundation students ready to use self-directed learning strategies in English Language learning? (i.e. awareness, motivation and language learning strategies); 2) Is there a significant difference in the three attributes (i.e., awareness, motivation and language learning strategies) of self-directed learning among foundation students?; and 3) Is there a significant difference between English language proficiency (upper and lower) and the three attributes (i.e., awareness, motivation, language learning strategies) in using self-directed learning strategies? Methodology – A set of survey questionnaires with a 6-point Likert scale were administered to 400 students attending an English proficiency course (i.e., Introduction to Academic English) in the first semester of the Foundation Studies for Agricultural Science program. The data of the questionnaire were analyzed using descriptive statistics, independent samples t-test and paired samples t-test. Findings – Results revealed that the respondents have a rather high degree of readiness to apply self-directed learning strategies in learning English. Motivation has the highest mean scores (M=4.57), followed by language learning strategies (M=4.41) and awareness (M=4.34). Results also showed that there are no difference in terms of SDLR depending on English proficiency levels, namely lower level (MUET Bands 1,2,3) and upper level (MUET Bands 4,5) (p>.05). Significance – The findings are beneficial for students to learn more about their readiness to apply the self-directed learning strategies. In particular, these findings also provide insights for lecturers, program administrators, curriculum developers, and policy makers to plan and implement suitable teaching methods, course outlines, and curricula for the development of the students’ English language abilities.

Objective To understand self-directed learning skills of nursing college students and its correlactive factors, so as to provide evidences for self-directed learning progress. Methods We conducted a survey of 316 full-time nursing students from Hubei College of Chinese Medicine by applying self-rating scale of self-directed learning (SRSSDL). Results The total score of self-directed learning skills was (210.59±22.51). The dimension of interpersonal skills scored (45.10±5.30), the dimension of learning strategies scored (42.07±3.82), the dimension of learning evaluation scored (41.70±4.08), the dimension of awareness scored (41.57±3.91), the dimension of learning activities scored (38.93±3.89). The scores of interpersonal skills and learning strategies were higher than that of learning evaluation and awareness. Learning activities scored the lowest. Conclusions Nursing college students had certain self-directed learning skills. According to correlactive factors of self-directed learning skills, and nursing educators can adopt relevant instructions and teaching strategies to promote their self-directed learning skills. Key words: Nursing college students; Self-directed learning; State analysis

The present study addresses the relationship between learner self-direction and other personality traits of college students when the traits represented by the five-factor model of personality are differentiated from narrow personality traits. Correlation and multiple regression analyses were used with a sample of 2,102 college students to examine the unique individual relationship between Big Five and narrow personality traits and learner self-direction. Analysis of the data revealed five significant part correlations between specific traits and learner self-direction. The part correlations for Work Drive (.310) and Openness (.207) were significantly higher than all other part correlations. Neither Conscientiousness nor Agreeableness had significant part correlations despite having significant zero-order correlations with learner self-direction. Extroversion did not have a significant zero-order correlation with learner self-direction but the part correlation was significant. Results were discussed in terms of the predictive relationship between personality variables and learner self-direction. Study implications, some limitations, and possible directions for future research were noted.

In addition to be proficient at their core subjects, college students need to master the 21st-century skills such as critical thinking, collaboration, information literacy, and many other skills. Studies on self-directed learning (SDL) have indicated that SDL is a strong predictor for 21st-century skill mastery. This study aimed at exploring the challenges, supports, and strategies of SDL among college students. This qualitative study used interviews and focus group discussions (FGDs) to obtain data on SDL. The respondents in this study were college students in a private university. The interview and the focus group discussions were then transcribed, analyzed, and coded to find emerging themes. The results of this study indicate several important points. First, social media can empower students in their learning, but can also distract them from their learning. College students needed support from parents, peer groups, and even alumni to seek knowledge independently. Making priorities and maintaining good relationship with classmates, friends, seniors, and alumni are some of the strategies that college students used.

Objectives The purpose of this study is to verify the mediating effects between metacognition, self-directedness, and learning strategies in high school students to determine which factors have an influence on which.
 Methods Data were collected from South Korean high school students through an online survey from May 19 to 27, 2023 using convenience sampling. Then it was analyzed for frequency, reliability, independent t-test, one-way analysis of variance(ANOVA), correlation and multiple regression using SPSS.
 Results Firstly, high positive correlations were found in all areas between metacognition, self-directedness and learning strategies. In addition, a significant positive correlation was also observed amogst the sub-factors. Secondly, the effect of self-directedness and learning strategies have on metacognition came out to be the most significant, leading to a parial mediating effect of learning strategies in the relationship between high school students' self-directedness and metacognition.
 Conclusions The partial mediating effect revealed the following relationship: the higher the self-directed learning ability, the more critical thinking is performed, which positively affects learning ability, thus ultimately enhances metacognition. Taking such interrelationship between the three factors into consideration, this study suggests the necessity to consider metacognition, self-directedness, and learning strategies comprehensively in order to maximize the effectiveness of learning in high school students. Furthermore, because self-directedness significantly influences metacognition, the educational environments and programs that encourage and support self-directed learning is once again highlighted.

Objectives This study aimed to examine the structural relationships among self-directed learning, self-directed English learning ability, learning satisfaction and academic achievement, and to analyze the differences in learning performance according to academic self-efficacy in online college English classes. Methods A web-based survey was conducted on 172 students who took English classes in the first and second semesters of 2021 at N University. The data were analyzed with SPSS 23.0 and AMOS 21.0. For the moderating effect of students' academic self-efficacy, a multi-group analysis of structural equations was used. Results The results were as follows: First, self-directed learning had a positive effect on the self-directed English learning ability. Second, the two factors, self-directed learning ability and self-directed English learning ability, had a positive effect on learning satisfaction, but only self-directed English learning ability had a significant effect on academic achievement. Third, a multi-group analysis for the moderating effect verified that students with high academic efficacy showed a significant effect on academic achievement. Conclusions It is meaningful that the effect of autonomous learning of college students on self-directed learning ability of English subjects was statistically verified. Based on the results of the study, it is suggested that the method to improve the self-directedness and academic self-efficacy of learners should be sought properly.