Exploring Factors Influencing Self-directed Learning in Middle School Students

This study aims to analyze the factors influencing middle school students’ self-directed learning competency. To this end, longitudinal educational data from City A were utilized. Self-directed learning competency was set as the dependent variable, while students’ growth mindset, parental academic support, and teachers’ implementation of learner-centered instruction were included as independent variables. Interaction effects among the independent variables were also examined. A Random Forest model and SHAP analysis were employed to identify the key factors affecting self-directed learning competency, and a first-difference (FD) model was applied to examine changes over time. The results indicate that class participation, career maturity, growth mindset, learner-centered instruction, and parental academic support positively influence middle school students’ self-directed learning competency. In contrast, participation in private education was found to negatively affect students’ self-directed learning competency. Furthermore, when students’ growth mindset interacted with parental academic support and learner-centered instruction, self-directed learning competency was significantly enhanced. These findings suggest that, in developing policies to strengthen students’ self-directed learning competency, it is necessary to consider the interaction among student-, family-, and school-level factors rather than addressing them separately.