Design and Formulate a Conceptual Framework for Students' Self-learning in the University

The purpose of this study was to design and develop a self-learning framework for university students. The research was applied in terms of purpose and sequentially exploratory in terms of mixed method. The statistical population of the study includes three sections: a- 120 professors of educational sciences and psychology of Tehran and Gilan universities who were selected by sampling in two stages, b- Students of public and free universities of Tehran, Gilan and Alborz provinces, sample 450 The person selected using G-Power, c- 31 subject matter experts and experts who participated in the study to assess the appropriateness of the self-learning framework. The research tools were three researcher-made self-learning questionnaires based on research background and literature, the standard student self-learning questionnaire and the degree of appropriateness of students' self-learning framework. Descriptive statistics (frequency, percentage and mean) and inferential statistics of Kolmograph-Smirnov test, Camus test, Bartlett test and exploratory factor analysis, one-sample t-test, structural equation analysis, path analysis and framework fit test are used to analyze the data. The findings indicated that the dimensions and components of students' self-learning include six components of self-leadership in learning, self-regulatory skills, critical thinking, adult education, learning environment and learning styles. Also, the standard questionnaire of students' self-learning with 5 components and 67 questions was developed after three field performances. The extractive framework of students' self-learning includes the philosophy, goals, dimensions and components of self-learning, implementation and evaluation of the framework, which was evaluated as desirable by experts.