Self-Directed Learning Self-Efficacy for Multilingual Learners in the US: A PISA 2022 SEM Analysis

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Abstract

This study explores the influence of family support and feelings about learning at home on self-directed learning self-efficacy among US students, contextualized within the educational equity for multilingual learners. Using the newly added factors in the 2022 PISA dataset, Structural Equation Modeling (SEM) was employed to examine these relationships. Results indicate that the mediation effect of feelings about learning at home on the relationship between family support for self-directed learning (SDL) and SDL self-efficacy was significant in both groups but stronger among non-multilingual learners. The findings point out the possible challenges for educational equity besides the critical role of family support and the home learning environment in enhancing SDL self-efficacy, especially in the context of post-pandemic education.

Authors

• Bilgehan Ayik, George Mason University

• Sahar Wahidi, George Mason University

• Angela D. Miller, George Mason University