Moderation effect of ecological profiles on the relationship between self directed learnings self efficacy and teacher support

DAĞDEVİREN ERTAŞ B., BARIŞ PEKMEZCİ F.

Social Psychology of Education, cilt.28, sa.1, 2025 (SSCI, Scopus) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 28 Sayı: 1
  • Basım Tarihi: 2025
  • Doi Numarası: 10.1007/s11218-025-10119-4
  • Dergi Adı: Social Psychology of Education
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, Psycinfo, Social services abstracts, Sociological abstracts
  • Anahtar Kelimeler: Ecological theory, Family support for self-directed learning, Problems with self-directed learning, School actions to sustain learning, Self-directed learning efficacy, Teacher support
  • Yozgat Bozok Üniversitesi Adresli: Evet

Özet

In this study utilizing PISA (2022) data, we employ Ecological Theory to explore the complex relationships between proximal and distal effects on the home learning environment, which has undergone changes due to the COVID-19 pandemic. Four different profiles based on Ecological Theory were created as a result of the latent profile analysis. This study draws two important conclusions. First, when a teacher’s support for students increases, students’ self-directed learning efficacy tends to increase. Second, the positive relationship between teacher support and self-directed learning self-efficacy was stronger for students categorized under the ‘bright at school unsupported by home’ and ‘unsupported by school’ profiles than for their peers in the other two profiles.