International Journal of Research Studies in Language Learning
CollabWritive Special Issue
2024 Volume 10 Issue 3
Available Online: 15 July 2024
Author/s:
Luo, Xi
Graduate School, Lyceum of the Philippines University – Batangas, Philippines
Abstract:
Learning self-efficacy comes from the concept of self-efficacy proposed by the famous psychologist Bandura. Through some sorting and analysis, we can find that Chinese scholars have achieved fruitful results in this field in recent years, especially in the connotation of learning self-efficacy, how to measure and the relationship with related variables and other important breakthroughs. Therefore, these research results are sorted out and summarized, and the important direction of future research is unearthed, which provides valuable enlightenment for further promoting the study of learning self-efficacy. Academic self-efficacy refers to an individual’s belief in their own ability to successfully perform academic tasks and achieve desired outcomes in educational settings. Pastorelli (2016) it encompasses confidence in one’s capability to understand complex concepts, master academic skills, complete assignments, and succeed in examinations. Academic self-efficacy is closely related to self-confidence but is specifically focused on academic tasks and achievements. It influences a student’s motivation, persistence, and resilience in the face of challenges encountered in their academic endeavors. A high level of academic self-efficacy is associated with greater academic achievement, engagement in learning activities, and willingness to tackle difficult tasks. Self-directed learning refers to a proactive approach where individuals take responsibility for their own learning process, making decisions regarding what, when, how, and where they will learn. In self-directed learning, individuals actively seek out and engage with resources, materials, and experiences that are relevant to their learning goals and interests. This approach encourages autonomy, critical thinking, problem-solving skills, and the ability to adapt to different learning environments. A total of 305 valid questionnaires were collected for this study, and descriptive analysis, analysis of variance, and regression analysis were conducted using SPSS 26.0. The results show that students’ academic self-efficacy is closely related to their self-learning readiness. This finding not only helps us to better understand the relationship between self-directed learning and self-efficacy, but also provides powerful theoretical support and practical guidance for improving the learning effect of high school students. During the research process, the study adopted a rigorous questionnaire design to ensure that the collected data can objectively reflect the research question. At the same time, the study also used a variety of data analysis methods to interpret and interpret the data in multiple dimensions. These methods include descriptive statistics, correlation analysis, regression analysis, etc., to fully reveal the relationship between self-learning readiness and academic self-efficacy.
Keywords: independent learning, self-efficacy, relation
DOI: https://doi.org/10.5861/ijrsll.2024.029
Cite this article:
Luo, X. (2024). Self-directed learning and academic self-efficacy among Chinese high school students. International Journal of Research Studies in Language Learning, 10(3), 57-66. https://doi.org/10.5861/ijrsll.2024.029