SRL
Description
This study investigates the determinants of self-regulated learning (SRL) competence among first-year pre-service teachers in a blended learning (BL) environment. Grounded in an integrated theoretical framework combining Social Cognitive Theory (SCT; Bandura, 1986) and Self-Determination Theory (SDT; Deci & Ryan, 2000), the study employs Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 4.0 to analyze survey data from 700 students enrolled at five teacher training institutions in Vietnam. Six theoretically derived reflective constructs were examined: Blended Learning Environment (MT), Instructor Factors (GV), Student Factors (SV), Course Objectives (OJ), Social Interaction (XH), and Self-Learning Competence (TH). The measurement model demonstrated strong reliability (Cronbach’s α: 0.842–0.864; composite reliability: 0.887–0.901) and convergent validity (AVE: 0.612–0.646), with all outer loadings exceeding 0.745. Discriminant validity was confirmed via the Heterotrait-Monotrait (HTMT) ratio (all values ≤ 0.520, well below the 0.85 threshold). Results indicate that Course Objectives exerts the strongest direct effect on Self-Learning Competence (β = 0.321, p < .001), with equally strong upstream effects on Social Interaction (β = 0.320) and Student Factors (β = 0.174). Student Factors (β = 0.219), Blended Learning Environment (β = 0.207), and Instructor Factors (β = 0.180) also exerted significant positive effects. Social Interaction showed a small but significant effect (β = 0.084, p = .011). The model explained 35.9% of variance in Self-Learning Competence (R² = 0.359; Adj. R² = 0.354). Bootstrapped mediation analysis revealed significant indirect effects of Course Objectives on Self-Learning Competence through Student Factors (β = 0.038, 95% CI [0.017, 0.062]) and through Social Interaction (β = 0.027, 95% CI [0.006, 0.051]), confirming partial mediation. Model fit was satisfactory (SRMR = 0.043; NFI = 0.901). These findings underscore the pivotal role of well-structured course design in fostering self-regulated learning competence among future educators, with actionable implications for BL program design and instructor development in teacher education.