Examining Iranian EFL Learners Self-Directed Learning in Relation to Their Perfectionism and Autonomy in Online Classes [Latin Thesis]
Negar Ansari
| Record Identifier: | 52634 |
| Title: | Examining Iranian EFL Learners Self-Directed Learning in Relation to Their Perfectionism and Autonomy in Online Classes |
| Personal Name: | Negar Ansari |
| Studied Course: | Teaching English as a Foreign Language (TEFL) |
| Supervisor: | Dr. Mohammad Mahdi Hajmalek |
| College: | Humanities |
| University: | Khatam |
| Descriptor: | online classes perfectionism learner autonomy self-directed learning |
| Degree: | Master |
| Studied Year: | 2025 |
| Abstract: | The rapid shift to online education has increased the importance of understanding the psychological factors that influence learning in online environments. Grounded in theories of self-directed learning (SDL), which suggest that learners can take initiative in their own educational processes, the present study investigated the relationships among SDL, perfectionism, and learner autonomy among Iranian EFL learners in online classes. This study distinguished between adaptive and maladaptive forms of perfectionism, and defined learner autonomy as the capacity to take control over one's learning process. It also investigated the moderating role of demographic factors and through the qualitative phase it sought to shed light on learners’ experiences of these constructs. An explanatory sequential mixed-methods design was employed with 150 conveniently sampled participants, who completed three validated questionnaires. The collected data were analyzed using Pearson correlation to examine relationships, multiple regression to identify predictive relationships, and partial correlation to test for moderating effects of demographic variables. Results revealed significant positive correlations among all three variables. while SDL significantly predicted autonomy, perfectionism did not emerge as a significant predictor and no moderating role was found for demographic factors. The qualitative phase involved semi-structured interviews with 11 participants and the findings revealed that learners often perceived SDL and autonomy as closely connected. They demonstrated autonomy through behaviors like selecting digital resources and employing diverse planning strategies, yet consistently emphasized a need for teacher guidance. Perfectionism was predominantly described in maladaptive terms. The implications of this study are multidimensional. This study enables stakeholders to take the relationship of these three constructs into account and make efforts to create online learning environments which support autonomy by considering the degrees of perfectionism and its impacts on the learning process. |
| Register Number | Part3 | Version | Volume | Part | Part2 | Reference | Call Number | lended | Date Back | Description | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 228493 | 1 |
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