| Sumario: | To investigate the mechanisms by which family and personality factors influence self-directed learning among junior high school students, this study employs structural equation modeling to explore the relationships between these variables. A clustered random sampling approach was utilized to conduct a survey of 660 second-year students from eight public junior high schools in eastern China. Data were gathered through measurements of family functioning, self-directed learning tendencies, and academic resilience. The findings indicate that family functioning positively influences self-directed learning tendencies, with academic resilience serving as a mediator in this relationship. These results underscore the important role of academic resilience in elucidating the connection between family functioning and self-directed learning tendencies, offering valuable insights for enhancing self-directed learning among junior high school students. Highlights: Family functioning positively predicts self-directed learning tendencies. Academic resilience serves as a mediator between family functioning and self-directed learning tendencies. Family functioning has a positive predictive effect on academic resilience. Academic resilience positively predicts self-directed learning tendencies.
|
|---|