The Relationship between Self-directed Learning and Problem-Solving: The Mediating Role of Self-regulated Learning and the Moderating Role of Gender among University Students

This study aimed to investigate the relationship between self-directed learning (SDL) and problem solving, with a focus on the mediating role of self-regulated learning (SRL) and the moderating role of gender among Iraqi university students. A correlational research design was employed. The statistical population included all the students of Qadisiyah University in Iraq in the academic year 2023-2024. A sample of 300 students were selected using a convenience sampling method. Data were collected using the Problem-Solving Inventory (Cassidy & Long, 1996), The Self-Directed Learning Readiness Scale (Cheng, Kuo, Lin & Lee-Hsieh, 2010), and the Motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990). Data was analyzed using Pearson correlation coefficient and Structural Equation Modeling (SEM) with SPSS and AMOS software. The results indicated a good model fit. SDL had a direct impact on problem solving. Additionally, SRL partially mediated the relationship between SDL and problem solving. However, gender did not significantly moderate the relationship between SRL and problem solving. The findings suggest that increasing SDL and SRL among students can enhance their problem-solving skills.