The Moderating Effect of Academic Self-efficacy on the Relationship between Self-directed Learning Ability and Learning Performance in Online College English Class

Abstract

Objectives This study aimed to examine the structural relationships among self-directed learning, self-directed English learning ability, learning satisfaction and academic achievement, and to analyze the differences in learning performance according to academic self-efficacy in online college English classes. Methods A web-based survey was conducted on 172 students who took English classes in the first and second semesters of 2021 at N University. The data were analyzed with SPSS 23.0 and AMOS 21.0. For the moderating effect of students' academic self-efficacy, a multi-group analysis of structural equations was used. Results The results were as follows: First, self-directed learning had a positive effect on the self-directed English learning ability. Second, the two factors, self-directed learning ability and self-directed English learning ability, had a positive effect on learning satisfaction, but only self-directed English learning ability had a significant effect on academic achievement. Third, a multi-group analysis for the moderating effect verified that students with high academic efficacy showed a significant effect on academic achievement. Conclusions It is meaningful that the effect of autonomous learning of college students on self-directed learning ability of English subjects was statistically verified. Based on the results of the study, it is suggested that the method to improve the self-directedness and academic self-efficacy of learners should be sought properly.