The mediating role of academic self efficacy in the relationship between self-directed learning and constructive problem solving ability in college students

Akbarzadeh Pirmoosai, Hamideh; Zebardast, Azra

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year 14, Issue 1 (Spring 2025 2025) Rooyesh 2025, 14(1): 11-20 | Back to browse issues page

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Akbarzadeh Pirmoosai H, Zebardast A. (2025). The mediating role of academic self efficacy in the relationship between self-directed learning and constructive problem solving ability in college students. Rooyesh. 14(1), 11-20.
URL: http://frooyesh.ir/article-1-5569-en.html

The mediating role of academic self efficacy in the relationship between self-directed learning and constructive problem solving ability in college students

Hamideh Akbarzadeh Pirmoosai¹

, Azra Zebardast ^*²

1- Master's student in Educational Psychology, Department of Psychology, Faculty of Literature and Humanities, University of Giulan, Rasht, Iran.
2- Assistant Professor of Health Psychology, Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran. , zebardast@guilan.ac.ir

Abstract: (131 Views)

This research aimed to determine the mediating role of academic self-efficacy in the relationship between self-directed learning and constructive problem-solving ability among students. The method of this study was descriptive-correlational using the structural equation modeling method. The research population consisted of all the students at the University of Guilan in 2023. A sample of 220 students was selected from this population using a convenient sampling method. The research instruments included the Self-Directed Learning Readiness Questionnaire (SDLRQ) by Fisher and Colleagues (2001), the College Academic Self-Efficacy Questionnaire (CASEQ) by Owen and Framan (1988), and the Problem-Solving Strategies Questionnaire (PSSQ) by Cassidy and Long (1996). Structural equation analysis was used to analyze the data. The results showed that the proposed model has a good fit and explained 63% of the variance of constructive problem-solving. The results showed that self-directed learning on constructive problem solving (β=0.65) and academic self-efficacy (0.61 β) had a direct and significant effect (P<0.05); Also, academic self-efficacy had a significant direct effect on constructive problem solving (β=0.21) (P<0.05). The results of the bootstrap test showed that academic self-efficacy played a mediating role between self-directed learning and constructive problem-solving (β=0.13) (P<0.05). All in all, it can be concluded that self-directed learning has a direct effect on students' constructive problem-solving through the mediation of academic self-efficacy.

Keywords: Academic Self-Efficacy, Problem Solving, Self-Directed Learning.

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Type of Article: Research | Subject: General Psychology
Received: 2024/08/7 | Accepted: 2024/10/5 | ePublished: 2025/04/22