Exploring the relationship between self-directed learning readiness and academic learning outcomes among Vietnamese undergraduates

Abstract

As the demand for lifelong learning and adaptability grows, self-directed learning readiness (SDLR) has become a critical construct in higher education. The study investigated the relationship between SDLR and academic learning outcomes of Vietnamese undergraduate students. The study, using a sample of 1,222 students and structural equation modeling, investigated the effects of SDLR and its underlying dimensions on grade point average (GPA). The results show a positive relationship between SDLR and academic performance. However, the impact is still modest. The construct is most strongly contributed to by the SDLR components of learning management and learning control. Importantly, SDLR had a small direct effect on GPA, suggesting that its main role is in the development of long-term learning capacity rather than immediate academic performance. The study contributes to the literature by explicating the nature of the SDLR and achievement relationship, particularly in an emerging higher education system. The results underscore the importance of aligning pedagogical practices with assessment strategies in order to maximize the benefits of self-directed learning.