Path Analysis of Faculty-student Interaction, Self-directed Learning, and Institutional Commitment to Impact on the Academic Achievement of the University Students

Wuhan College Students’ Self-Directed Learning and Academic Performance: Chain-Mediating Roles of Optimism and Mental Health

“…Hypothesis 1 was verified by the results, thus confirming that Wuhan college Students’ academic performance could be significantly positively predicted by their self-directed learning; this result is consistent with those of related studies ( Zhou et al, 2010 ; Kim, 2017 ; Oducado, 2021 ). However, the link between these two variables was not straightforward in the current study.…”

“…Self-determination theory suggests that spontaneous learning behavior can lead to more favorable learning outcomes ( Deci and Ryan, 1985 ). The theoretical view has been confirmed in relevant studies into self-directed learning and academic performance ( Zhou et al, 2010 ; Kim, 2017 ; Oducado, 2021 ), with the current results also verifying this perspective. In a context where online teaching has become normalized in most colleges and universities, Wuhan college Students’ self-directed learning skills appeared particularly crucial.…”

“…In the constructivist view, the importance of student-centered autonomous exploration and knowledge construction is emphasized ( Piaget, 1980 ); self-determination theory suggests that targeted and active learning behaviors can generate more favorable learning outcomes ( Deci and Ryan, 1985 ). According to survey-based research, self-directed learning has a strong positive effect on learners’ academic performance ( Zhou et al, 2010 ; Kim, 2017 ; Oducado, 2021 ). Therefore, this research posited that self-directed learning is a significant positive predictor of the academic performance of Wuhan college students.…”

“… Khiat (2015) revealed that adult Students’ level of perceptive skills regarding indices of self-directed learning directly or indirectly affects their academic performance. A model constructed by Kim (2017) similarly indicated that, in path analysis, self-directed learning can directly affect academic achievement; thus, self-directed learning plays a positive role in college Students’ academic achievement ( Cazan and Schiopca, 2014 ; Oducado, 2021 ). Therefore, on the basis of the theoretical perspectives and literature support provided in the preceding section, Hypothesis 1 was formulated as follows:…”

From Epistemological Pedagogical Access to Student Success: New Framework for Studying Access to Higher Education

“…The support dimension is taken in terms of approachability, which means that approachable teachers exhibit caring behavior that enhances connectedness and belongingness to the campus resulting in better learning experiences (Snijders et al, 2020;Devlin & O'Shea, 2012). Quality of TSR affects both teachers and students, resulting in teachers' job satisfaction (Hagenauer et al, 2015), as well as student commitment (Kim, 2017), increased effort (Lundberg & Schreiner, 2004;Spilt et al, 2011), engagement (Zepke & Leach, 2010), motivation (Zepke & Leach, 2010), achievement (Roorda et al, 2011;Asikainen et al, 2018), course satisfaction (Calvo et al, 2010), and academic success (Karpouza & Emvalotis, 2019).…”