Mediating Effects of Learning Environment Adaptation and Self-Efficacy on College Students’ Self-Directed Learning

Source abstract

Abstract This study employs structural equation modeling to investigate the impact of self-concept, self-efficacy, and learning environment adaptation on students’ self-directed learning abilities. The results indicate that the CFI and NNFI values are close to 1, the GFI value exceeds 0.9, and the RMSEA value is less than 0.08, suggesting a good model fit. Self-concept significantly influences self-directed learning, self-efficacy, and learning environment adaptation, with specific path coefficients of 0.572, 0.483, and 0.268, respectively. Self-efficacy not only directly affects self-directed learning ability (β=0.476) but also indirectly enhances students’ academic performance through learning environment adaptation (β=0.312). To enhance self-efficacy, it is recommended that educators provide timely positive feedback, set appropriate challenges, and share successful case studies to motivate students. Additionally, schools should create supportive learning environments, offer adaptive training courses, and promote interaction and collaborative learning among students to improve their learning environment adaptation. Through these comprehensive intervention measures, it is possible to not only increase students’ self-efficacy but also promote the development of self-directed learning, ultimately helping students achieve better academic performance and cultivate lifelong learning skills. This study provides a theoretical basis and practical recommendations for educational practice, contributing to the holistic development of students.