Năng lực tự học của học sinh trung học phổ thông trong bối cảnh học tập số: Mối liên hệ với các yếu tố cá nhân và xã hội

Tóm tắt

In the context of digital transformation in education, self-study competence (SSC) has become increasingly important for high school students to take initiative in acquiring knowledge, adapt to change, and sustain lifelong learning. This study examines the relationships between personal and social factors and SSC in digital learning contexts using a cross-sectional survey design among students from seven upper secondary schools in Hanoi. Data from 670 valid responses (out of 739 collected responses) were analyzed using SPSS (v26) and AMOS (v24) through Cronbach’s Alpha, EFA, CFA, and SEM. Students’ self-rated SSC averaged M = 3.68 (SD = 0.72), above the scale midpoint of 3.00. The model explained 69.9% of the variance in SSC. Four factors had positive and statistically significant path coefficients: motivation and interest in self-study (β = 0.421), learning environment and social support (β = 0.312), technological readiness and digital competence (β = 0.158), and peer interaction and learning community (β = 0.146). The novelty of this study lies in simultaneously examining seven personal, social, and environmental factors, including technology readiness and digital competence, within a single SEM model of SSC among Vietnamese upper secondary students. The findings indicate that motivation and supportive environments have stronger associations with SSC than technology-related factors. However, due to self-reported data, a cross-sectional design, and a sample limited to Hanoi, the findings indicate associations rather than causal relationships. Developing SSC in digital contexts therefore requires integrating personal motivation, supportive learning environments, and effective technology use.