Factors Affecting Thai Students' Self-Directed Learning Efficacy
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Abstract
This study investigated the causal factors influencing Thai students’ self-directed learning efficacy during the COVID-19 pandemic, using the international database from PISA 2022. The objectives were: 1) to validate the self-directed learning efficacy model among Thai students, 2) to analyze the direct and indirect effects of factors influencing self-directed learning efficacy, and 3) to test the mediating effect of feelings about learning at home on self-directed learning efficacy. The sample consisted of 6,430 Thai students aged 15 years from 278 schools, using student questionnaire data from PISA 2022. The reliability of the instrument ranged from .80 to .92. Data were analyzed using path analysis, and mediating effects were tested through the Bootstrap method with 1,000 replications.
The results revealed that the proposed model demonstrated a good fit to the empirical data ((1, N = 6,430) = 0.002, p > .05, CFI = 1.000, TLI = 1.000, RMSEA = 0.000, SRMR = 0.000). School support and family support had direct effects on self-directed learning efficacy, with effect sizes of .269 and .096, respectively. In addition, both indirect effects were observed through students’ feelings toward learning at home, with effect sizes of .073 and .108, respectively. The bootstrap analysis confirmed that both indirect effects were statistically significant at the 95% confidence interval. These results highlight the crucial role of school and family support in fostering students’ self-directed learning efficacy and provide practical implications for educational policy and the development of creative learning practices both in schools and at home to enhance the overall quality of education.
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