Self-Directed Learning in Higher Education: An Integrated Mixed-Methods Study

Abstract

This study examined self-directed learning competence in undergraduate students through an integrated mixed-methods design. The qualitative phase included semi-structured interviews with six students identified as competent in self-directed learning; the quantitative phase administered a 30-item Likert scale to 50 employed students (mean age 24.3 years; 56% female). Cronbach's alpha analyses revealed acceptable reliability for personal motivations (α = 0.849) and social skills (α = 0.677), though cognitive competencies showed limitations (α = 0.485). Thematic analysis of interviews identified that self-directed learning emerges from personal initiative, depends on intrinsic motivation and preexisting abilities, and varies by disciplinary context. The findings suggest that personal motivations, persistence, and self-regulation are key antecedents of self-directed learning in university contexts. Implications for curriculum design and future research are discussed.