ABSTRACT

Aim: The cultivation of self-directed learning behaviour involves nurturing learners' interests according to their goals and needs, empowering them to take ownership and determine their own approaches to learning. Methods: This method allows students to develop skills in managing themselves, monitoring their progress, and evaluating their own work, leading to enhanced academic performance. This study focused on examining the relationships, comparing, and analysing the path of self-directed learning behaviour among a sample of 400 undergraduate students. A multi-stage random sampling method was utilised, and the sample size was determined using the G*POWER programme. Information was gathered using 11 psychometric rating scales, which had reliability levels ranging from 0.74 to 0.82. To assess their accuracy, a confirmatory factor analysis was conducted. Results: The results indicate that the model displayed structural relationships and provided support for all three hypotheses. The model fit indices were as follows: χ2 = 16.173, df = 10, P-Value = 0.094, RMSEA = 0.027, CFI = 0.999, TLI = 0.995, SRMR = 0.012. The coefficient of determination for self-directed learning was 0.812, indicating a strong correlation. Conclusion: Furthermore, there were strong correlations between goal setting and learning planning, as well as achievement motivation and self-directed learning behavior. At last, the researchers put forward guidelines for cultivating self-directed learning behaviour, which can lead to enhanced academic performance.