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The Mediating Effect of Self-Regulation on the Relationship Between Self-Directed Learning and Digital Competence

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  • Riza Mae S. Toroba

    (Department of Education, Davao del Norte, Philippines)

  • Celso L. Tagadiad

    (UM Panabo College, Davao del Norte, Philippines)

Abstract

The purpose of this study was to discover the mediating effect of self-regulation on the relationship between self-directed learning and digital competence of students. The respondents of this study were the 300 grade 11 & 12 TVL senior high school students at Mati School of Arts and Trades selected through simple random sampling. Three adapted instruments were used to gather the data from the respondents. A quantitative method was employed to conduct the study and the tools used in analyzing the data were Mean, Pearson r, Regression and Medgraph using Sobel z-test. Results show that the grade 11 and 12 TVL senior high school students posted a high-level of self-directed learning, high-level of self-regulation, and a high level of digital competency. Findings also reveal that there is no significant relationship between self-directed learning and digital competence and self-regulation and digital competence show no significant relationship as well. However, between self-directed learning and self-regulation, the two variables show significant relationship. Further, it was found that there is no mediating effect of self-regulation to the relationship between self-directed learning and digital competence.

Suggested Citation

  • Riza Mae S. Toroba & Celso L. Tagadiad, 2024. "The Mediating Effect of Self-Regulation on the Relationship Between Self-Directed Learning and Digital Competence," International Journal of Research and Innovation in Applied Science, International Journal of Research and Innovation in Applied Science (IJRIAS), vol. 9(1), pages 26-40, January.
    • Handle: RePEc:bjf:journl:v:9:y:2024:i:1:p:26-40
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