Teachership, Parental Support, Test Stress, Students’ Self-Efficacy, and Self-Regulation Affecting Self-Directed Learning Achievement among Students at Rajamangala University of Technology Phra Nakhon

Abstract

This research had three objectives: (1) to examine the levels of the following variables - teacher, parental support, test anxiety, self-efficacy, self-regulation, and students' self-directed learning achievement; (2) to investigate the influence of these variables on self-directed learning achievement; and (3) to construct a model of self-directed learning achievement among students at Rajamangala University of Technology Phra Nakhon. The study employed a quantitative research methodology, collecting data from 360 first-year students using a questionnaire validated for reliability and validity (Cronbach's Alpha = 0.78–0.93), and analyzed using descriptive statistics and structural equation modeling. The findings revealed that most variables were at a high level, except for self-directed learning achievement, which was at a moderate level. Teacher, parental support, and test anxiety had significant positive direct influences on self-efficacy, which in turn directly influenced both self-regulation and self-directed learning achievement. Additionally, self-regulation had a direct influence on self-directed learning achievement and an indirect influence through self-efficacy. The model fit indices were within acceptable criteria (c²/df = 2.63, GFI = 0.91, CFI = 0.95, RMSEA = 0.06), demonstrating that the TPTSSA model effectively explains the mechanisms of factors influencing students' learning achievement. The research recommendations encourage higher education institutions to develop instructional approaches that emphasize strengthening students' self-efficacy and self-regulation, in order to enhance learners' readiness for continuous self-directed learning and personal development.