The Impact of Online Learning Environments on the Self-directed Learning Ability of Chinese University Students : Mediated by Self-efficacy and Learning Strategies -

다국어 초록 (Multilingual Abstract)

This study aims to explore the impact of the online learning environment on Chinese university students' self-directed learning ability, with self-efficacy and learning strategies serving as mediating variables. To achieve this aim, a survey was conducted among 595 students from E University in Changchun, China. The collected data underwent reliability analysis, exploratory factor analysis, validity analysis, descriptive statistical analysis, difference analysis, correlation analysis, regression analysis, and mediation effect analysis. This rigorous approach was employed to examine in depth how self-efficacy and learning strategies mediate the relationship between the online learning environment and students' self-directed learning ability. The results of this study are as follows. First, the online learning environment has a significant positive impact on self-directed learning ability and its subdimensions. Second, self-efficacy exerts a significant positive impact on university students' self-directed learning ability and its subdimensions. Third, learning strategies significantly and positively affect students' self-directed learning ability and its subdimensions. The conclusions of this study are as follows. For students in an online learning environment, similar to those surveyed in this research, improving self-efficacy is essential for fostering positive attitudes and enhancing the intrinsic motivation necessary for self-directed learning. Additionally, employing cognitive and metacognitive strategies can help students effectively manage their learning processes. Strengthening the connection between the online learning environment and self-directed learning ability will enhance students' self-monitoring, self-regulation, and learning management skills, ultimately reinforcing their self-directed learning capability. This study enriches the theoretical understanding of the relationship between the online learning environment and self-directed learning ability while providing empirical support and practical insights for online higher education practices. Future research could delve deeper into other potential factors influencing students' self-directed learning ability, such as learning motivation and learning styles, to comprehensively elucidate the mechanisms through which online learning environments impact self-directed learning ability. Keywords: Chinese University Students, Online Learning Environment, Self-directed Learning Ability, Self-efficacy, Learning Strategies

목차 (Table of Contents)

• Ⅰ. Introduction 1
• 1. The Necessity and Purpose of the Research 1
• 2. Research Questions 3
• 3. Definition of Terms 4
• Ⅱ. Theoretical Background 8
• 1. The Current Situation of Online Learning 8
• 2. Fundamental Theoretical Background 17
• 1) Triadic Reciprocal Determinism 17
• 2) Self-determination Theory 22
• 3) Self-regulatory Theory 24
• 3. Online Learning Environment 27
• 1) Concept of Online Learning Environment 27
• 2) Components of Online Learning Environment 31
• 4. Self-directed Learning 33
• 1) Concept of Self-directed Learning 34
• 2) Components of Self-directed Learning 38
• 5. Self-efficacy 41
• 1) Concept of Self-efficacy 41
• 2) Components of Self-efficacy 44
• 6. Learning Strategies 46
• 1) Concept of Learning Strategies 46
• 2) Components of Learning Strategies 50
• Ⅲ. Research Methodology 55
• 1. Research Design 55
• 1) Research Model 55
• 2) Research Hypotheses 56
• 3) Research Subjects 58
• 2. Research Tools (Questionnaire) 61
• 1) Research Methods 61
• 2) Research Questionnaire 62
• Ⅳ. Empirical Analysis 64
• 1. Reliability Analysis 64
• 2. Validity Analysis 64
• 1) Validity Analysis of the Online Learning Environment Scale ·· 66
• 2) Validity Analysis of the Self-efficacy Scale 73
• 3) Validity Analysis of the Learning Strategies Scale 80
• 4) Validity Analysis of the Self-directed Learning Ability Scale 85
• 3. Descriptive Analysis 91
• 4. Difference Analysis 93
• 1) Differences in Variables by Gender 93
• 2) Differences in Variables by Grade 94
• 3) Difference Analysis of Variables by Major 95
• 4) Difference Analysis of Variables by Perceived Difficulty in
• Self-directed Learning 96
• 5) Analysis of Variable Differences Based on Weekly Post-class
• Online Self-directed Learning Ability Time 97
• 5. Correlation Analysis 99
• 6. Regression Analysis 102
• 1) Regression Analysis of Network Learning Environment on
• Self-directed Learning 102
• 2) Regression Analysis of Self-efficacy on
• self-directed learning 104
• 3) Regression Analysis of Learning Strategies on Self-directed
• Learning Abilities 106
• 4) Regression Analysis of Online Learning Environment on
• Self-efficacy 108
• 5) Regression Analysis of Online Learning Environment on
• Learning Strategies 109
• 6) Regression Analysis of Self-efficacy on Learning Strategies 111
• 7. Structural Equation Model 113
• Ⅴ. Conclusion 117
• 1. Discussion and Conclusion 117
• 2. Limitations and Suggestions 123
• References 125
• Appendix 138
• 국문초록 145