This study proposes that digital learning design quality (DLQ), assessment transparency (AT), and perceived challenge-based learning (PCBL) contribute to students’ perceived career readiness by strengthening their academic confidence and self-regulatory ability.
Abstract
This study examines how digitally mediated learning conditions shape students’ self-perceived employability (SPE) by focusing on two explanatory learning resources: academic self-efficacy (ASE) and online self-regulated learning (OSRL). Drawing on social cognitive theory and social cognitive career theory, this study proposes that digital learning design quality (DLQ), assessment transparency (AT), and perceived challenge-based learning (PCBL) contribute to students’ perceived career readiness by strengthening their academic confidence and self-regulatory ability. A two-stage research design was employed. In the qualitative stage, group discussions with lecturers and interviews with students were conducted to refine the measurement scales and ensure contextual appropriateness. In the quantitative stage, survey data were collected from 335 third- and fourth-year university students in Ho Chi Minh City, Vietnam, who had recently completed at least one online or blended course. The proposed model was tested using partial least squares structural equation modeling (PLS-SEM). The results indicate that DLQ, AT, and PCBL are positively associated with ASE and OSRL. AT is the strongest predictor of both ASE and OSRL, whereas compared with DLQ, PCBL is more strongly directly associated with SPE. In addition, both the ASE and OSRL positively predict the SPE, with the effect of the ASE being greater. The model explains a substantial proportion of the variance in SPE, highlighting the importance of psycho-behavioral learning resources in the translation of digital learning experiences into perceived career readiness. This study contributes to the literature by linking digital learning environment factors with employability perceptions through internal learning resources, while also offering practical implications for improving online and blended course design in higher education.
This study aims to outline the forms of teachers' interpersonal communication during the learning process in secondary school, investigate students' perceptions of such communication, and understand its impact on student learning motivation. The study employs a qualitative methodology with a descriptive-exploratory approach. It was conducted at MAN 21 Jakarta, involving 12 eleventh-grade students as subjects. Data collection was carried out through in-depth interviews using a semi-structured interview guide. The results indicate that teachers' interpersonal communication plays a central role in student learning motivation. Based on Self-Determination Theory, student learning motivation is influenced by the fulfillment of three basic psychological needs autonomy, competence, and relatedness which are reflected in the quality of teacher-student interactions during the learning process. The findings reveal that open, supportive, and responsive communication from teachers can foster student learning engagement in ways that vary across different student groups (passive, moderately active, and active). For passive students, establishing relatedness is a crucial initial step; this is achieved through sympathetic and non-intimidating communication, allowing students to feel secure in their learning engagement.
J. Ilmiah, Pendidikan Citra, Bakti et al.· Jurnal ilmiah pendidikan cit...· 0 citations
This study aimed to explore the correlation between the construct of digital self-efficacy and engagement of students in the context of AI-driven learning environments, while also investigating the potential mediation of academic motivation. The design applied was a descriptive correlational cross-sectional design. The study included a sample of 130 undergraduate students at Al Esraa University who had experience in using AI tools to help in the academic process. A 24-item questionnaire, assessed through three constructs - digital self-efficacy, academic motivation, and student engagement, was used for data collection. Means, standard deviations, Pearson's correlation coefficients, and mediation analysis using Hayes' PROCESS Macro, Model 4, were employed to analyze the data. The results indicated that students possessed high digital self-efficacy and were highly motivated and engaged in learning environments supported by AI. Academic motivation was the highest and positively significant with student engagement, and digital self-efficacy was positively and significantly associated with academic motivation and student engagement. The mediation analysis revealed that digital self-efficacy was partially mediated by academic motivation. The findings pointed out that students' confidence with the use of digital and AI-supported tools had a direct influence on the engagement of students, but also had an indirect effect through strengthening the academic motivation of the students. Overall, the study suggested steps to be implemented to enhance students' confidence, critical evaluation, and motivation while fostering meaningful and responsible interaction with the use of AI in their learning process.
Linda Ahmad Khateeb, R. Freihat· Journal of Ecohumanism· 0 citations
Blended learning requires students to regulate their learning and use digital technologies effectively; however, academic performance remains shaped by psychological and social factors. Previous studies have tended to examine self-efficacy, perceived social support, self-regulated learning, and digital literacy separately, leaving the mechanisms connecting these factors insufficiently integrated. This study tested a model of student academic performance in blended learning, with digital literacy as a mediator. A cross-sectional quantitative design involved 449 students from three private universities in Jakarta selected through purposive sampling. Data were collected using measures of academic self-efficacy, perceived social support, self-regulated learning, digital literacy, and cumulative grade point average, and were analyzed using path analysis and mediation tests. The model demonstrated excellent fit. Academic self-efficacy, perceived social support, and digital literacy had positive and significant direct effects on academic performance, whereas self-regulated learning had no significant direct effect. Digital literacy mediated the effects of academic self-efficacy and self-regulated learning on academic performance. The study's novelty lies in positioning digital literacy as a mechanism that translates students' psychological learning resources into academic achievement, while perceived social support retains a direct role in post-pandemic blended learning.
Ocvita Ardhiani, M. R. Hadjam, Dinda Rakhma Fitriani· Ranah Research· 0 citations
This study analyzes self-regulated learning (SRL) among first-year university students in autonomous study contexts mediated by digital technologies in the post-pandemic era. Drawing on Zimmerman’s (2002) cyclical model, it explores the planning, execution, and evaluation phases of SRL, considering students’ individual differences and predictive factors in a context of increasing digital autonomy in higher education. A cross-sectional quantitative design was applied to a sample of 1,038 Chilean students from diverse academic fields. Instruments assessed SRL across its three phases and academic self-efficacy, along with sociodemographic variables. Findings reveal that planning is the most developed phase, whereas self-motivation and evaluation show lower levels. Significant gender differences emerged, with female students reporting greater use of self-regulatory strategies, especially in planning and execution. Students in health and medical sciences exhibited higher SRL levels compared to other fields. Academic self-efficacy was positively associated with all SRL phases and emerged as the strongest predictor in the multiple regression model. These results confirm the relevance of SRL for sustaining autonomous learning in technology-mediated higher education and highlight field-specific dynamics that shape self-regulatory profiles. The study provides novel post-pandemic evidence from Latin America, emphasizing the need for differentiated and contextualized interventions to strengthen self-regulatory competencies from the early stages of university education.
K. Lobos, Rubia Cobo-Rendón, D. Bruna et al.· Emerging Science Journal· 0 citations
Self-Directed Learning (SDL) with technology plays a significant role in preparing secondary school students to become lifelong learners in today's technological world. Yet, less research has been conducted to investigate this construct among this group of students. This study, therefore, aimed to investigate the levels of secondary school students’ SDL with technology, their perceptions of the roles of technology in their SDL, and the factors influencing it. A survey questionnaire was adopted to collect the data from 238 students, followed by semi-structured interviews with 12 students studying at a public secondary school in Cambodia. The study found that although students had positive perceptions of the role of technology in their SDL, particularly in terms of flexibility in learning, offering various learning resources, and enhancing cross-cultural knowledge, the level of students’ SDL with technology was not very high. The study yielded four main factors influencing this: a reliable internet connection, classroom experience with technology integration, knowledge of educational technology that could enable their SDL, and supporting technological devices. The findings of this study could provide an overall view of factors contributing to the promotion of SDL with technology among Cambodian secondary school students.
Saban Bon, Tive Sorn, Vannak Sao· Journal of Learning for Deve...· 0 citations
We examined the relationships between self-directed learning skills, university belonging, and student engagement in open online and distance learning environments within the framework of Self-Determination Theory. The research was conducted using a correlational survey model. Data were collected from 696 university students enrolled at a large-scale open, online and distance learning institution in Türkiye. We used three instruments measuring self-directed learning skills, university belonging, and student engagement. The data were analyzed using partial least squares structural equation modeling. The findings indicate that university belonging significantly and positively predicts all dimensions of student engagement. While self-control skills, learning skills, and sustaining the desire to learn significantly explain university belonging, metacognitive awareness and ability to identify sources were found to have no significant effect. Furthermore, it was found that university belonging acts as a significant mechanism in the relationships between self-control skills, learning skills, and sustaining the desire to learn, and student engagement. In this open and distance learning context, student engagement was not explained by individual learning skills alone. University belonging may therefore be one mechanism that partly accounts for the association between self-directed learning and academic participation. The study contributes by testing self-directed learning at the level of its dimensions, by identifying university belonging as a mechanism that partly accounts for its association with engagement, and by situating this model in a large-scale open and distance learning setting.
Bünyamin Kayalı, Mehmet Yavuz, Ayşin Gaye Üstün et al.· Education sciences· 0 citations
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