Loading…
Motivating academic engagement and lifelong learning among vocational and adult education students via self-direction in learning
•This study was a self-directed learning intervention for postgraduate students’ well-being.•Students’ study engagement was significantly fostered via the intervention.•Tendency for lifelong learning among students was facilitated via the intervention.•We theorized that self-directed learning model...
Saved in:
Published in: | Learning and motivation 2021-05, Vol.74, p.101729, Article 101729 |
---|---|
Main Authors: | , , |
Format: | Article |
Language: | English |
Subjects: | |
Citations: | Items that this one cites Items that cite this one |
Online Access: | Get full text |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Summary: | •This study was a self-directed learning intervention for postgraduate students’ well-being.•Students’ study engagement was significantly fostered via the intervention.•Tendency for lifelong learning among students was facilitated via the intervention.•We theorized that self-directed learning model is a function of constructivism learning theory.•Our novel study has extended literature in learning and instructional approaches.
Fostering students’ academic engagement in the present-day knowledge-seeking environment and dwindling economy has become very imperative. Supported by the premise of constructivism learning theory, this study investigates the relative influence of self-directed learning intervention on study engagement and lifelong learning tendency. The non-equivalent control group quasi-experimental design was employed, with pretest and posttest surveys that involved an intervention group (n = 127) and a control group (n = 116) who were postgraduate students of Vocational and Adult Education. The results revealed a significantly higher study engagement (vigor, dedication, and absorption) in the intervention group than the control group. Similarly, a comparison between the intervention and control group showed a significantly higher tendency for lifelong learning (motivation, perseverance, self-regulation, and curiosity) in the intervention group than the control group. Thus, the implication of the findings is that an educational intervention that is geared towards enhancing self-direction in learning promotes academic well-being among students. |
---|---|
ISSN: | 0023-9690 1095-9122 |
DOI: | 10.1016/j.lmot.2021.101729 |