Structural Equation Modeling of Mobile Learning Based on Self-Efficacy and Self-Regulated Learning with the Mediating Role of ICT Skills

Document Type : Research Article

Authors

1 PhD student in Educational Psychology, Faculty of human science, Sa. C., Islamic Azad University, Sanandaj, Iran

2 Assistant Professor, Department of Psychology, Faculty of human science, Sa. C., Islamic Azad University, Sanandaj, Iran

3 Assistant Professor, Department of Psychology, Faculty of human science, Bab. C., Islamic Azad University, Babol, Iran

10.22084/j.psychogy.2025.31265.2814

Abstract

Objective: The purpose of this study was to determine the predictive adequacy of a mobile learning model based on self-efficacy and self-regulated learning, with the mediating role of Information and Communication Technology (ICT) skills.
Methods: The present study was descriptive-correlational using Structural Equation Modeling (SEM). The statistical population comprised all female upper secondary school students in Tehran, of whom 386 were selected via multi-stage cluster random sampling. Data collection instruments included the Mobile Phone Self-Efficacy Questionnaire (Compeau & Higgins, 1995), Mobile Learning Attitudes Scale (Al-Emran et al., 2016), Online Self-Regulated Learning Questionnaire (Barnard et al., 2009), and ICT Skills Questionnaire (Wilkinson, Roberts, & While, 2010). Data analysis was performed using SEM via SPSS and SmartPLS software.
Results: The results indicated that mobile phone self-efficacy had a positive and significant effect on mobile learning (p<0.001). ICT skills had a positive and significant effect on mobile learning (p<0.001). Self-regulated learning also had a positive and significant effect on mobile learning (p<0.001). However, the mediating role of ICT skills in the relationship between mobile phone self-efficacy and mobile learning was not confirmed (p>0.001).
Conclusions: Based on the results, it can be concluded that enhancing individual beliefs, technical skills, and the self-regulatory abilities of learners directly leads to the improvement of the mobile learning process.
 

Keywords

Main Subjects

References

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