Iranian Educational Psychology Association Iranian Journal of Learning and Memory 2645-5447 7 27 2024 09 01 The Relationship between Self-directed Learning and Problem-Solving: The Mediating Role of Self-regulated Learning and the Moderating Role of Gender among University Students 5 21 217348 10.22034/iepa.2025.493481.1510 EN Ansaf Jasim Imran Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran. E-mail: ansf69@gmail.com 0009-0000-4224-6760 Ilnaz Sajjadian Associate professor, Department of clinical psychology, Community Health Research Center, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran. 0000-0003-4257-6967 Ali Hussein Mazloum Al-Mamouri Professor, Department of Educational Psychology, Faculty of Psychology, University of Babylon, Iraq. 0009-0005-2126-8289 Mohammad Ali Nadi Department of Educational Psychology, Community Health Research Center, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran 0000-0002-1578-0893 Journal Article 2024 12 11 Objective: This study aimed to investigate the relationship between self-directed learning (SDL) and problem solving, with a focus on the mediating role of self-regulated learning (SRL) and the moderating role of gender among Iraqi university students.<br>Method: A correlational research design was employed. The statistical population included all the students of Qadisiyah University in Iraq in the academic year 2023-2024. A sample of 300 students were selected using a convenience sampling method. Data were collected using the Problem-Solving Inventory (Cassidy & Long, 1996), The Self-Directed Learning Readiness Scale (Cheng, Kuo, Lin & Lee-Hsieh, 2010), and the Motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990). Data was analyzed using Pearson correlation coefficient and Structural Equation Modeling (SEM) with SPSS and AMOS software.<br>Results: The results indicated a good model fit. SDL had a direct impact on problem solving. Additionally, SRL partially mediated the relationship between SDL and problem solving. However, gender did not significantly moderate the relationship between SRL and problem solving.<br>Conclusions: The findings suggest that increasing SDL and SRL among students can enhance their problem-solving skills. Self-Directed Learning Problem-solving self-regulated learning Gender https://journal.iepa.ir/article_217348_54c48d083581d0d92a8ed39ef0233660.pdf