Technology use,self-directed learning,student engagement and academic performance: Examining the interrelations |
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| Affiliation: | 1. Effat University, Saudi Arabia;2. Ludwig-Maximilians-University of Munich, Germany;1. Department of Basic Psychological Processes and Development, Psychology Faculty, University of the Basque Country (UPV/EHU), Avenida de Tolosa, 70, 20018 San Sebastián, Spain;2. Department of Developmental and Educational Psychology, School of Education at Donostia, University of the Basque Country (UPV/EHU), Plaza de Oñati, 3, 20018 San Sebastián, Spain;3. Department of Social Psychology and Behavioral Sciences Methodology, Psychology Faculty, University of the Basque Country (UPV/EHU), Avenida de Tolosa, 70, 20018 San Sebastián, Spain;1. Department of Management, PO Box 56, Otago Business School, University of Otago, Dunedin, New Zealand;2. Department of Accountancy and Finance, PO Box 56, Otago Business School, University of Otago, Dunedin, New Zealand;3. College of Education, PO Box 56, University of Otago, Dunedin, New Zealand;4. University of Queensland, Brisbane, Australia;5. Office of Student Success, PO Box 56, University of Otago, Dunedin, New Zealand;1. Karadeniz Technical University, Fatih Faculty of Education, Department of Computer and Instructional Technology Education, Trabzon, Turkey;2. Karadeniz Technical University, Institute of Educational Sciences, Trabzon, Turkey;3. Karadeniz Technical University, Fatih Faculty of Education, Mathematics and Science Education Department, Trabzon, Turkey;1. Department of Biology, National Changhua University of Education, Jin-De Campus, No.1, Jin-De Road, Changhua 500, Taiwan, ROC;2. Institute of Education, National Chiao Tung University, 1001 University Road, Hsinchu 300, Taiwan, ROC |
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| Abstract: | The widespread technology use among current college and university students has made higher educational institutions worldwide acknowledge the need of incorporating it in teaching and learning for explicit reasons. But does access and usage of technology enhance academic performance and foster student engagement in reality? Researches in the last over two decades have conjectured both the positive and negative outcomes of the students’ continuous interface with technology. Student engagement and self-directed learning (SDL) are the two other themes that have independently attracted considerable interest of researchers, ascribable to the explicit and implicit assertions that both are related to the academic success. Additionally, the relationship of technology use with these two academic behaviors have also been investigated although not very extensively. The current study aimed to inspect a path model with technology use, student engagement, self-directed learning and academic performance among undergraduate students. 761 students responded to an online survey comprising three scales: Media and Technology Usage and Attitude Scale (MTUAS), Self-Rating Scale of Self-Directed Learning (SRSSDL), and student version of Utrecht’s Work Engagement Scale (UWES-S). The results showed that use of technology has a direct positive relationship with students’ engagement and self-directed learning, however, no significant direct effect was found between technology use and academic performance. The findings point towards the complex interchange of relationships of the students’ technology use with student engagement, self-directed learning and academic performance. The implications and future research directions are discussed. |
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| Keywords: | Technology use Self-directed learning Student engagement Academic performance |
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