The Effects of Learning Motivation and Self-directed Learning on Academic Achievement of College Students: the Mediating Role of Mental Health Level
Abstract
motivation and self-directed learning. Using a sample of 1, 360 students, we administered the Motivation to Learn Scale, the Self-Directed
Learning Propensity Scale, and the SCL-90 Mental Health Scale, and employed structural equation modeling to explore the relationships
among these variables. Our findings revealed that both academic motivation and self-directed learning positively influence academic performance. Conversely, mental health status negatively affected both academic motivation and self-directed learning, and in turn, academic
performance. Further, mental health was found to mediate the effects of motivation and self-learning on academic outcomes. These results underscore the importance of addressing student mental health in educational strategies to bolster motivation and self-directed learning, thereby
enhancing academic performance.
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DOI: http://dx.doi.org/10.70711/neet.v3i3.6687
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