Development of a causal model of self-regulated learning by students at Loei Rajabhat University

Abstract

Background Self-regulation learning are behaviors based on the concepts of self-regulation and learning in social cognitive theory. Self-regulation is the process of controlling one's own thoughts, behaviors, and emotions to acquire new skills through one's own motivation and action. Examining the congruence between a causal model of self-regulated learning and empirical data, as well as investigating the direct and indirect effects, were the aims of this study. Methods In the model for 660 students at Loei Rajabhat University, the data were analyzed using structural equation modeling, which is implemented in the LISREL software package. Results The research results show that the causal model of self-regulated learning was congruent with the empirical data. Self-efficacy, achievement motive, and learning by imitation had direct effects on self-regulated learning at a statistical significance of 0.01, while achievement motive and learning by imitation had indirect effects on self-regulated learning via the self-efficacy variable with a statistical significance of 0.01. The variables of learning by imitation and achievement motive were able to explain the variance of the variables of self-regulated learning and self-efficacy at percentages of 73.60% and 72.10%, respectively. Conclusions This research suggests that teachers should organize teaching and learning activities that promote achievement motivation and develop self-efficacy, and they should be good role models for students. All parties, including administrators, should implement policies that promote and develop activities to create incentives for achievement. Self-efficacy and learning by imitation are necessary for students to practice self-regulated learning in the future.