Self-directed Learning Ability Research Articles

치위생(학)과 학생들의 자아존중감과 자기주도학습 능력, 임상실습 소속감이 임상실습 만족도에 미치는 영향

Objectives: This study was conducted to determine the impact of several factors on dental hygiene students’ satisfaction with clinical practice. Methods: This study conducted via an online survey of 138 dental hygiene students from Gangwon, Gyeongnam, and Busan, South Korea, from October 31 to December 15, 2023. Results: The higher the self-esteem, the higher the self-directed learning ability, and the higher the self-directed learning ability, the higher the sense of belonging in clinical practice. The higher the sense of belonging in clinical practice, the higher the satisfaction with clinical practice. Factors influencing clinical practice satisfaction were found to be self-esteem and a sense of belonging to clinical practice. Conclusions: To increase satisfaction with practice, educational programs that improve self-esteem, increase self-directed learning opportunities, and cultivate a sense of belonging in clinical practice should be developed and utilized.

Enhancing Activeness and Educational Competitiveness by Extended Implementation of Discussion-based Lectures

This study aims to explore educational changes through discussion-based classes by highlighting the value and effectiveness of discussions while emphasizing the need to enhance self-directed learning abilities. Discussions are beneficial for forming subjectivity, and expanding and applying them can unlock students’ potential in many areas. Given the longstanding patterns of Korean education, it is necessary to actively consider a methodological shift towards self-directed, creative, and self-enlightening (sustainable) learning through discussion-based classes. Discussion-based learning improves critical thinking, fosters creativity and proactivity through self-directed learning, and ensures learning sustainability. Therefore, this study will analyze the advantages of discussion-based learning both domestically and internationally, explore its application in university teaching systems, and ultimately examine how a teaching method based on self-directed learning and discussion can enhance educational competitiveness. As a research method, this study will adopt discussion-based teaching methods for liberal arts courses, analyze class operations and learning outcomes, and examine how the activeness, creativity, and cooperativeness of discussion classes relate to the enhancement of learning abilities and educational competitiveness. Through this analysis, the study will demonstrate the expansion of discussion classes and show the potential of discussion-based learning in the coming AI era. The transition to discussion-based classes is expected to create a cycle of activeness, creativity, and sustainability through the process of preparation, presentation, and discussion, ensuring learning continuity and driving fundamental changes and innovations in the education system. Considering that the ultimate purpose of education is “not the transmission of knowledge, but to enable learners to teach themselves and develop their abilities to the fullest,” this shift in learning style is significant. It is hoped that, in the era of the Fourth Industrial Revolution, Korean education will establish a turning point for future changes through a methodological transition to self-directed, creative, and self-enlightening (sustainable) learning via discussions, thereby increasing the sustainability of discussion-based classes.

The Mediating Effect of Meta-Cognition, Grit on the Relationship between Growth Mindset and Self-Directed Learning Ability of Middle School Students

The Mediating Effect of Meta-Cognition, Grit on the Relationship between Growth Mindset and Self-Directed Learning Ability of Middle School Students

The relationship between a set of selected variables characterizing FET phase South African geography teachers and their self-directed learning abilities

ABSTRACT This study investigates the relationship between a set of selected variables of geography teachers and their self-directed learning abilities. A quantitative research method based on the Self-Directed Learning Abilities Instrument (SDLi) was used. Geography teachers (n = 130) in the Further Education and Training phase in two districts in North West province completed the SDLi. Most of the teachers held the perception that they possessed the necessary SDL abilities. The results show that these teachers’ perceptions of their preparedness to teach geography to learners had a moderate but significant correlation (r = 315; p = .000) with their perceptions of their SDL abilities, while satisfaction with their profession as geography teachers had a weak but significant correlation with their SDL abilities (r = 0.276; p = .001). The results show no relationship between the teachers’ teaching experience, school quintile or teaching qualifications and their SDL abilities. Geography teachers with a postgraduate degree held more positive perceptions of their SDL abilities in comparison to teachers with an undergraduate degree or a teaching diploma. Small practically significant differences between teachers teaching in no-fee schools (Quintiles 1 to 3) and geography teachers teaching in fee-paying schools (Quintiles 4 and 5) were reported, with the teachers in no-fee schools holding slightly more positive perceptions of their SDL abilities.

Use of Case-Based Clinical Reasoning in Medical Education at Libyan International University: A quantitative Study.

Background: Clinical instruction in medical education is a complex and challenging task for educators. It requires students to not only possess theoretical knowledge but also a range of competencies such as clinical reasoning, technical skills, decision-making, ethics, leadership, and time management. Clinical reasoning, which encompasses the cognitive process and decision-making in clinical practice, is a fundamental skill for physicians. The aim of the study was to understand students' views on the use of case-based clinical reasoning (CBCR) in their medical training and evaluate their satisfaction with its application as an instructional approach for developing clinical reasoning abilities. Participants and Methods: A descriptive quantitative study was conducted at the Libyan International Medical University (LIMU) to gather data on the utilization of case-based clinical reasoning (CBCR) in medical training. The study focused on 412 medical students in the clinical phase, including 4th and 5th-year students and intern doctors at LIMU. Data were collected through an online questionnaire over a two-month period from January to March 2023. The analysis was based on 129 responses, representing a 30.1% response rate. The questionnaire consisted of 22 questions, including multiple-choice and Likert scale inquiries, and aimed to assess students' satisfaction in three dimensions: perceived benefits and drawbacks of CBCR in medical education, skill enhancement and its impact on self-assurance and teamwork, and the role of LIMU in successfully implementing the program. Data analysis was performed using the SPSS software, with a statistical significance level set at p < 0.05. Results: The study found that students perceive several benefits of using case-based clinical reasoning (CBCR) in their medical training. These benefits include the accumulation of knowledge and the improvement of skills such as teamwork, communication, critical thinking, reasoning, and self-directed learning abilities. A significant majority of students, approximately three-quarters of the sample, endorsed the use of CBCR with their peers and colleagues. Almost all respondents agreed that CBCR helps them make informed decisions in their daily practice and boosts their confidence in advancing their medical careers (93% and 86.8% agreement, respectively). Higher satisfaction levels were reported among fifth-year students and during the internship phase. However, fourth-year students expressed more dissatisfaction with CBCR, finding it time-consuming and facing challenges in formulating hypotheses for data collection. In conclusion, the study highlights the importance of adopting a proactive approach in medical education to promote educational innovation. Employing case-based clinical reasoning (CBCR) is found to be effective in developing clinical competencies, fostering collaboration, enhancing self-assurance, and cultivating critical thinking abilities among students.

뷰티전공 대학생의 핵심역량이 학업성과에 미치는 영향

This study examined how core competence impacts academic self-efficacy and achievements among college students majoring in cosmetology. It analyzed the role of academic self-efficacy as a mediator, aiming to offer essential insights for crafting a program to enhance core competence. To gather data, a questionnaire survey was administered to students enrolled in beauty-related departments nationwide from January 8 to 18, 2024. A total of 238 completed surveys were collected and analyzed using SPSS 26.0. The findings revealed the following results: During the evaluation of the reliability of core competencies, the validity of each factor was ensured. Based on previous research findings, the study performed exploratory factor analysis to pinpoint sub-factors within core competencies. These were identified as “problem-solving ability” and “self-directed learning ability”. First, regarding academic self-efficacy, it was found that core competencies positively influenced academic self-efficacy, demonstrating high reliability. Second, academic self-efficacy also had a positive impact on academic performance. Thirdly, through a two-stage analysis aimed at uncovering mediation effects, core competencies demonstrated high reliability, exhibiting a positive influence on academic achievements. Hence, it seems imperative to further explore diverse teaching methods designed to enhance core competencies among college majors in cosmetology.

Factors associated with self-directed learning among undergraduate nursing students in Vietnam

AimThis study purposed to determine nursing students' self-directed learning abilities and related factors. BackgroundSelf-directed learning is a significant and practical approach for nursing students in their lifelong learning. DesignIn this study, a descriptive cross-sectional study was used to assess the level of SDL undergraduate of 411 undergraduate nursing students from four academic years. MethodsThe Self-directed Learning Abilities and Related Factors Questionnaire was used to measure the Self-directed Learning Abilities of the Nursing Students. Descriptive statistics were used to analyze the data and a logistic regression analysis was performed to evaluate the factors influencing self-directed learning abilities. ResultsOf the 411 nursing students, most belonged to the female group. Moreover, most of the nursing students have permanent residence in rural areas. The average score of general self-directed learning abilities of nursing students was 3.88 ± 0.3. Only 33.8 % of the respondents had a high level (mean score ≥ 4) of self-directed learning abilities. There was a significant relationship between place of residence, grade obtained in previous level education, current grade point average, academic workload, assessment methods, learning resources and self-directed learning abilities (p<0.05). ConclusionsThe self-directed learning ability level was low in this nursing student sample. Therefore, this study may increase nursing educators' attention to designing appropriate strategies to improve students’ self-directed learning abilities.

The mediating role of psychological capital on the relationship between perceived stress and self-directed learning ability in nursing students

BackgroundAs indispensable reserves for the nursing workforce, undergraduate nursing students must possess self-directed learning abilities to consistently update their professional knowledge and adapt to the evolving demands of professional development. The acquisition of self-directed learning abilities can help undergraduate nursing students augment their theoretical knowledge and refine their clinical practice skills, thus fulfilling the demand from patients for high-quality nursing services. Hence, comprehending and investigating the factors that influence the development of self-directed learning abilities in nursing students is of paramount importance for nursing education and advancement of the nursing profession.ObjectivesThis study investigated the status of and associations between perceived stress, psychological capital, and self-directed learning abilities among undergraduate nursing students. Additionally, it examines the mediating role of psychological capital in the relationship between perceived stress and self-directed learning abilities. Thus, aiming to provide nursing educators with new directions for enhancing self-directed learning abilities.DesignA cross-sectional descriptive study.MethodsIn February and March 2023, 900 undergraduate nursing students from 10 nursing schools completed an online questionnaire. The questionnaire included measures of perceived stress, psychological capital, and self-directed learning ability. Data were analyzed using SPSS 27.0 and the PROCESS macro tool.ResultsThe scores for perceived stress, psychological capital, and self-directed learning ability among undergraduate nursing students were 40.07 ± 5.90, 99.89 ± 16.59, and 87.12 ± 9.20, respectively. Self-directed learning abilities were negatively correlated with perceived stress (r = -0.415, p < 0.001) and positively correlated with psychological capital (r = 0.465, p < 0.001). Perceived stress was negatively correlated with psychological capital (r = -0.630, p < 0.001). Psychological capital partially mediated the relationship between perceived stress and self-directed learning abilities among undergraduate nursing students, with a mediation effect of -0.166, accounting for 49.55% of the total effect.ConclusionThis study found that undergraduate nursing students perceived high levels of stress, possessed low levels of psychological capital, and had moderate levels of self-directed learning. Perceived stress and psychological capital directly influenced undergraduate nursing students’ self-directed learning abilities, and perceived stress indirectly affected self-directed learning abilities through psychological capital. Nursing managers and educators should alleviate the perceived stress of undergraduate nursing students and cultivate their positive psychological capital to enhance self-directed learning abilities.

학습저성취 고등학생을 위한 학습코칭 프로그램 개발 및 효과 검증

Objectives The purpose of this study is to develop a coaching program aimed at enhancing self-directed learning abilities and study behavior among underachieving high school students, and to validate its effectiveness. Methods To achieve this goal, following Kim Chang-Dae et al.'s (2011) program development model, four stages including goal setting, composition, preliminary research, implementation, and evaluation were conducted to design a total of 10 sessions for the program. The study participants were recruited from three schools, A, B, and C, with 18, 15, and 15 students respectively, who scored an average of 7 or below in the three worst subjects in the previous mock exam, totaling 48 students. These students were then divided into experimental, control, and comparative groups, each consisting of 16 students, and assigned wirelessly. The experimental group received a learning coaching program based on cognitive neuropsychology, the comparative group received a learning coaching program based on information processing theory, and the control group received no intervention. Pre- and post-tests were conducted for each group using a pre-post test design for the control group. The dependent variables were self-directed learning ability and study behavior. To evaluate the effects of each group, paired sample t-tests and Wilcoxon signed-rank tests were used, and to compare the effects according to the experimental, comparative, and control groups, independent sample t-tests and Mann-Whitney tests were utilized. Results The analysis of the effectiveness of the coaching program for underachieving high school students revealed that the post-mean scores of self-directed learning abilities in all areas were significantly higher than the pre-mean scores. In the comparison with the comparative program, the present program showed superiority in all aspects of self-directed learning abilities. Study behavior, including weekday and weekend self-study times, also significantly increased compared to pre-measures, and the program showed superiority in both aspects when compared with the comparative program. Conclusions This study holds significance in proposing a structured coaching program that can be practically utilized in schools for underachieving high school students, especially in light of the relative weakening of support under national basic education guarantee policies.

저소득층 장학금수혜 대학생의 자기주도학습능력이 진로성숙도에 미치는 종단적 효과

The purpose of this study was to understand the trajectory of career maturity changes in low-income college students who receive scholarships, and to examine the influence of self-directed learning on changes in career maturity. To achieve this, data from a longitudinal study on educationally disadvantaged children and adolescents provided by the S Foundation from 2019 to 2023 was analyzed for 395 students (151 males and 244 females) who were in the early years of university (1st and 2nd year) in 2019. The results are as follows. First, by examining the trajectory of changes in career maturity, it was confirmed that the career maturity of low-income college students significantly linearly increased with grade progression. Second, when analyzing individual differences using self-directed learning abilities as a time-varying covariate, the immediate effects of self-directed learning were significantly presented, but the delayed effects were not significant. Based on these results, the implications and limitations of this study were discussed.

모(母)의 과보호가 유아의 자기주도학습능력에 미치는 영향과 모의 메타인지의 조절효과

모(母)의 과보호가 유아의 자기주도학습능력에 미치는 영향과 모의 메타인지의 조절효과

모(母)의 과보호가 유아의 자기주도학습능력에 미치는 영향과 모의 메타인지의 조절효과

모(母)의 과보호가 유아의 자기주도학습능력에 미치는 영향과 모의 메타인지의 조절효과

Empowering English as a Foreign Language Education With the Production-Oriented Approach: A Systematic Review

&lt;p style="text-align:justify"&gt;The field of English as a Foreign Language (EFL) instruction has gained recognition worldwide, particularly in non-native English-speaking countries. However, traditional teaching methods fall short of meeting the needs of today's EFL learners. In response, the Production-Oriented Approach (POA) has emerged as a new pedagogical approach to address these challenges. Despite its significant impact on EFL education, there is a lack of reviews on the POA. This study conducted a systematic review to explore the POA's effectiveness, challenges, and future trends. Using the PRISMA framework, 31 articles from reputable databases (Web of Science, Education Resources Information Center, Scopus, and Google Scholar) were analyzed, covering the years 2018 to 2023. The study's comprehensive analysis, employing Nvivo, revealed that the POA has immense potential for enhancing English learners' language skills, particularly in reading, speaking, writing, and translating. Moreover, the study highlighted the POA's positive influence on learners' affective factors, including motivation, confidence, critical thinking, and self-directed learning abilities. Nonetheless, the POA faces challenges for both teachers and learners, particularly during the transition from traditional methods and the associated increase in workload. Despite these challenges, this study unequivocally establishes the POA as an effective pedagogical approach for teaching EFL. Additionally, it identifies research gaps that must be addressed to sustain and improve EFL education in the future through further development of the POA.&lt;/p&gt;

Application effect of BOPPPS teaching model on fundamentals of nursing education: a meta-analysis of randomized controlled studies.

BOPPPS (bridge-in, learning objective, pretest, participatory learning, posttest, and summary) is a student-centered, closed-loop teaching model that emphasizes real-time communication and feedback. The purpose of this study was to review and evaluate the effect of BOPPPS teaching model in "Fundamentals of Nursing" teaching. We conducted a meta-analysis of randomized controlled trials (RCTs) based on the BOPPPS teaching model in "Fundamentals of Nursing" teaching. To review domestic and foreign databases for the period 2010 to September 2023. Finally, 13 RCTs were included and the teaching outcomes were measured and analyzed. Two researchers independently identified, selected, and extracted data from the study and examined the risk of bias. The primary outcomes were students' examination scores (theoretical scores: scores obtained in the nursing fundamentals course, reflecting students' understanding and mastery of the course content; practical scores: assessment results based on practical application or experimental skills, evaluating students' practical skill level). The secondary outcomes were self-learning ability score: indicators assessing students' self-directed learning ability, reflecting their competence in independent learning and autonomous exploration; and satisfaction rate of teaching effect: the overall satisfaction rate of students with the teaching effects experienced during teaching process reflects the proportion of students' acceptance and satisfaction with the teaching program. The results were evaluated using the Grading of Recommendations, Assessment, Development, and Evaluations (GRADE) profiler software. The GRADE profiler software is used to assess and grade the recommendations according to the GRADE (Grading of Recommendations Assessment, Development, and Assessment) criteria. A total of 13 studies were included, consisting of 2,991 nursing students. Among them, 1,465 students were in the BOPPPS teaching group, while 1,526 students were in the traditional teaching group. The summary analysis of the main outcomes showed that the BOPPPS teaching model had significantly higher scores in theoretical score (MD = 3.35, 95% CI: 2.35-4.35, Z = 6.56, p < 0.00001), practice score (MD = 4.50, 95% CI: 1.95-7.05, Z = 3.45, p = 0.0006), and self-learning ability score (MD = 6.76, 95% CI: 5.38-8.14, Z = 9.60, p < 0.00001) compared to the traditional teaching group. The satisfaction rate of students in the BOPPPS teaching group regarding teaching effectiveness was 89% (95% CI = 0.84-0.93). The differences were statistically significant (p < 0.05). The GRADE evidence level for theoretical score and satisfaction rate of teaching effect is low. The evidence level for practice score is very low, and for self-learning ability score is moderate. The BOPPPS teaching mode is helpful to improve the theoretical score, practice score, and self-learning ability score of "Fundamentals of Nursing," and improve the satisfaction rate of students to the teaching effect. The teaching effect is better than the traditional teaching method.

Problems and Improvement Measures of Children's Self-Directed Learning Ability during the Early Childhood Transition Period

The bridging period is an important turning point for young children, and it is very important to cultivate their independent learning ability at this stage, so that they can learn more independently and confidently, develop good learning habits and self-management ability, and help them explore their interests, develop their special skills and realize all-round development. Therefore, it is especially important to cultivate children's independent learning ability during the period of convergence between kindergarten and primary school. At present, most teachers lack research on children's independent learning ability and do not make reasonable layout and use of the environment. Parents also have problems and do not participate in the joint development of the children at home. Through the discussion, the following directions for improvement are summarized. Early childhood teachers should strengthen relevant educational concepts, use life situations to guide, create learning environments and provide materials, change parents' concepts and create home environments, and coordinate the relationship between home, school and teachers.

미소 대안학교 졸업생의 학교 경험과 삶의 특성 이해

Objectives In this study, I aimed to represent the school curriculum image from the memories of graduates of an alternative school that has passed 20 years and analyze it for the purpose of understanding their lives based on that image. Methods As a qualitative research case study, in an alternative school, I selected one teacher and nine graduates as participants. I described, analyzed, and interpreted the school experiences and memories of current life from the teacher and graduates, focusing on the images and sustainability of the schooling in terms of meaning. Results In the school curriculum the participants lived a unique daily life that pursued independence, aimed to being together in a community capable of ecological circulation, and purposed to have ability of self-directed learning. They faced challenges during the high school years when trying to enter mainstream society, experienced conflicts between academic life and reality during university, and attempted to live by participating in society in their own way. Conclusions The experiments conducted by the specific alternative school had both positive and negative impacts on the lives of the graduates. In their lives, there were efforts to attain agency, and they were striving to find their own ways to overcome the barriers of reality. It became evident that the educational curriculum of the alternative school under study was another form of school that conveyed specific values and ideologies.

Vietnamese EFL high school teachers' perceptions of difficulties when implementing competency-based English teaching curriculum and their proposed solutions

This study aims to examine the perceptions of Vietnamese English as a foreign language (EFL) high school teachers regarding the implementation of the competency-based English teaching curriculum (CETC) in the Mekong Delta region of Vietnam. Utilizing a qualitative approach, this study sought to delve into the challenges high school EFL teachers faced while implementing the CETC in Vietnam. Semi-structured interviews with 10 teachers were conducted to gain insights into their experiences, specifically targeting their perceptions of difficulties and their suggestions for potential solutions derived from these experiences. The findings reveal teachers' perceptions of their perceived difficulties related to student-related factors (low English proficiency, and limited self-directed learning abilities), teacher-related factors (traditional teaching methods, inadequate language and pedagogical skills, and insufficient training), and institution-related factors (large class sizes, limited teaching time, and inadequate facilities). In addition, the teachers recommended strategic solutions for a better implementation of the CETC including providing constructive feedback, promoting collaborative learning, enhancing teachers’ language and pedagogical proficiency, reducing class sizes, and improving facilities. Accordingly, the study contributes to the understanding of CETC implementation and provides practical implications for teachers, students, and policymakers in Vietnam and other similar contexts.

Increase in dental hygienists’ competency and self-directed capacity after capstone-designed class on community dental hygiene

Objectives: This study aimed to verify the effect on students’ competency and self-directed capacity after a capstone-designed teaching method with community dental hygiene class. Methods: The study participants were 34 dental hygiene students taking a 4-year community dental hygiene course at a university located in City C. The research tool consisted of 52 questions on major competency and 20 questions on self-directed capacity. Results: After the capstone design class, overall dental hygienists’ competency increased (p&lt;0.05), and competencies of clinical dental hygiene and community health promotion showed a high increase (p&lt;0.001). As a result of analyzing the increase in dental hygienists’ competency according to self-directed learning ability, the group with low self-directed capacity showed high improvement in clinical dental hygiene competency and community oral health promotion competency. Conclusions: This study confirmed that the capstone-designed community dental hygiene class improved students’ competency and self-directed capacity, and suggests that it is an excellent teaching method for training competencies required for future society.

Application of artificial intelligence-assisted image diagnosis software based on volume data reconstruction technique in medical imaging practice teaching

BackgroundIn medical imaging courses, due to the complexity of anatomical relationships, limited number of practical course hours and instructors, how to improve the teaching quality of practical skills and self-directed learning ability has always been a challenge for higher medical education. Artificial intelligence-assisted diagnostic (AISD) software based on volume data reconstruction (VDR) technique is gradually entering radiology. It converts two-dimensional images into three-dimensional images, and AI can assist in image diagnosis. However, the application of artificial intelligence in medical education is still in its early stages. The purpose of this study is to explore the application value of AISD software based on VDR technique in medical imaging practical teaching, and to provide a basis for improving medical imaging practical teaching.MethodsTotally 41 students majoring in clinical medicine in 2017 were enrolled as the experiment group. AISD software based on VDR was used in practical teaching of medical imaging to display 3D images and mark lesions with AISD. Then annotations were provided and diagnostic suggestions were given. Also 43 students majoring in clinical medicine from 2016 were chosen as the control group, who were taught with the conventional film and multimedia teaching methods. The exam results and evaluation scales were compared statistically between groups.ResultsThe total skill scores of the test group were significantly higher compared with the control group (84.51 ± 3.81 vs. 80.67 ± 5.43). The scores of computed tomography (CT) diagnosis (49.93 ± 3.59 vs. 46.60 ± 4.89) and magnetic resonance (MR) diagnosis (17.41 ± 1.00 vs. 16.93 ± 1.14) of the experiment group were both significantly higher. The scores of academic self-efficacy (82.17 ± 4.67) and self-directed learning ability (235.56 ± 13.50) of the group were significantly higher compared with the control group (78.93 ± 6.29, 226.35 ± 13.90).ConclusionsApplying AISD software based on VDR to medical imaging practice teaching can enable students to timely obtain AI annotated lesion information and 3D images, which may help improve their image reading skills and enhance their academic self-efficacy and self-directed learning abilities.

Promotion of self-directed learning abilities among Chinese medical students through preparing for career calling and enhancing teaching competencies in medical education: a cross-sectional study.

Medical students face a heavy burden as they are tasked with acquiring a vast amount of medical knowledge within a limited time frame. Self-directed learning (SDL) has become crucial for efficient and ongoing learning among medical students. However, effective ways to foster SDL ability among Chinese medical students are lacking, and limited studies have identified factors that impact the SDL ability of medical students. This makes it challenging for educators to develop targeted strategies to improve students' SDL ability. This study aims to assess SDL ability among Chinese medical students and examine the effects of career calling and teaching competencies on SDL ability, as well as the possible mechanisms linking them. Data were collected from 3614 respondents (effective response rate = 60.11%) using cross-sectional online questionnaires and analyzed using IBM SPSS Statistics 22.0. The questionnaire comprised a Demographic Characteristics Questionnaire, Self-directed Learning Ability Scale (Cronbach's alpha = 0.962), Teaching Competencies Scale, and Career Calling Scale. The average SDL ability score of Chinese medical students was 3.68 ± 0.56, indicating a moderate level of SDL ability. The six factors of the Self-directed Learning Ability Scale-self-reflection, ability to use learning methods, ability to set study plans, ability to set studying objectives, ability to adjust psychological state, and willpower in studying-accounted for 12.90%, 12.89%, 12.39%, 11.94%, 11.34%, and 8.67% of the variance, respectively. Furthermore, career calling was positively associated with SDL learning ability (β = 0.295, p < 0.001), and SDL learning ability was positively associated with teaching competencies (β = 0.191, p < 0.01). Simple slope analysis showed that when the level of teaching competencies was higher, the influence of career calling on SDL ability was stronger. Chinese medical students' SDL ability has room for improvement. Medical students could strengthen their willpower in studying by setting milestones goals with rewards, which could inspire their motivation for the next goals. Teachers should guide students to learn experience to improve students' reflective ability. Educators play a crucial role in bridging the gap between career calling education and SDL ability enhancement, highlighting the significance of optimal teaching competencies. Colleges should focus on strengthening teachers' sense of career calling and teaching competencies.