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

Jasim Imran, Ansaf; Sajjadian, Ilnaz; Al-Mamouri, Ali Hussein Mazloum; Nadi, Mohammad Ali

doi:10.22034/iepa.2025.493481.1510

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

Document Type : Original Article

Authors

Ansaf Jasim Imran ¹

ilnaz Sajjadian ²

Ali Hussein Mazloum Al-Mamouri ³

mohammad ali Nadi ⁴

¹ Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran. E-mail: ansf69@gmail.com

² Associate professor, Department of clinical psychology, Community Health Research Center, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.

³ Professor, Department of Educational Psychology, Faculty of Psychology, University of Babylon, Iraq.

⁴ Department of Educational Psychology, Community Health Research Center, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

https://doi.org/10.22034/iepa.2025.493481.1510

Abstract

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.
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.
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.
Conclusions: The findings suggest that increasing SDL and SRL among students can enhance their problem-solving skills.

Keywords

self-directed learning

Problem-solving

Self-regulated learning

Gender

Subjects

Learning

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