The Mediating Effect of Self- directed Learning on the Relationship between Critical Thinking Disposition and Commitment to Learning among Teacher Education Students in KCAST

Abstract

This study explored how self-directed learning (SDL) mediates the relationship between critical thinking disposition (CTD) and commitment to learning (CTL) among 215 teacher education students at Kapalong College of Agriculture, Sciences, and Technology (KCAST). A descriptive-correlational design and mediation analysis using Structural Equation Modeling (SEM) were employed. All three constructs—CTD (M = 4.24), SDL (M = 4.13), and CTL (M = 4.27)—were rated at high or very high levels. Results revealed strong correlations between CTD and SDL (r = .733), and SDL and CTL (r = .607). Mediation analysis confirmed that SDL fully mediated the effect of CTD on CTL. The direct path from CTD to CTL was not significant (β = 0.073, p = .258), while the indirect effect via SDL was significant (β = 0.506, 95% CI [0.394, 0.619], p < .001). The model explained 56.4% of the variance in learning commitment (R² = 0.564), underscoring SDL's crucial role. These findings highlight the importance of promoting self-directed learning to enhance student engagement, autonomy, and lifelong learning commitment among future educators