The Mediating Role of Self-Directed learning and E-Learning Readiness in Relationship between ICT self-efficacy and Student Engagement

Abstract

The present study was aimed to explore the role of ICT self-efficacy and self-directed learning in e-learning readiness and student engagement among middle and late adolescents. Convenient sampling was used to collect data from students in schools, colleges, and universities located in Islamabad and Rawalpindi. The total sample comprised of (N=300) students with both boys (n=144) and girls (n=156) in the age range of 15 to 21. This study used several scales to examine the relationship between ICT self-efficacy, selfdirected learning with technology, e-learning readiness, and student engagement. The results showed that ICT-SE was positively correlated with self-directed learning, e-learning readiness and student engagement. The study found that self-directed learning and elearning readiness played a mediating role in the relationship between ICT self-efficacy and student engagement. These findings could be useful for policymakers and educators to promote adolescents' engagement in e-learning environments.