Influence factors on self-directed learning behavior of veterinary students on gross anatomy: a multiple group analysis

Abstract

Self-directed learning competency promotes investigation and truth-seeking. In veterinary anatomy courses, high levels of self-directed learning behavior may lead to effective learning outcomes, benefiting veterinary practice. This study aimed to compare levels, analyze factors, and test invariance of influences affecting self-directed learning among veterinary students in preclinical and clinical groups. A cross-sectional survey was conducted with 154 veterinary students completing a questionnaire and self-directed learning assessment. CFA, SEM, and multiple group analysis were used. The Findings revealed high average scores in self-directed learning, with the preclinical group demonstrating moderate scores in skill utilization. All variables showed statistically significant differences between clinical and preclinical groups. Factors influencing self-directed learning were weighted, with self-responsibility having the highest weight, followed by family support, university learning environment, and learning motivation. Model fit indices confirmed data consistency. Comparative analysis indicated differences in the impact of factors on self-directed learning between clinical and preclinical groups. In the preclinical group, learning motivation held the most significant weight, while learner efficiency held the most significant weight in the clinical group. Multigroup analysis confirmed invariance between the groups. Understanding these influences can be useful for formulating strategies to support students in cultivating self-directed learning and enhancing education efficacy.

Keywords

• Andragogy
• veterinary medicine
• higher education
• multiple-group analysis in structural equation modeling
• lifelong learning
• Sammy King Fai Hui, Curriculum & Instruction, The Education University of Hong Kong, Hong Kong