Analysis of the Relationship Between Metacognitive Skills and Self-Directed Learning Abilities: A Case Study of J University

This study aims to analyze the relationship between the subcomponents of metacognitive skills and self-directed learning abilities and to explore how specific subcomponents of metacognitive skills influence particular aspects of self-directed learning. Based on these findings, the study seeks to identify effective teaching strategies to enhance learners' metacognitive skills and self-directed learning abilities. As the first step of the research, a survey was conducted among university students to assess their levels of metacognitive skills and self-directed learning abilities, followed by an analysis of differences based on learner characteristics and needs. Second, the correlation between metacognitive skills and self-directed learning abilities was examined. Third, the impact of the subcomponents of metacognitive skills on the subcomponents of self-directed learning abilities was analyzed. Based on these research findings, practical teaching strategies were proposed. The key findings of this study are as follows. First, the analysis of university students' metacognitive skills and self-directed learning abilities revealed differences in diagnostic results and learning needs based on learner characteristics. Second, a positive correlation was found between metacognitive skills and self-directed learning abilities, indicating that higher metacognitive skills tend to be associated with higher self-directed learning abilities. Third, among the subcomponents of metacognition, declarative knowledge, conditional knowledge, and procedural knowledge, in that order, were found to influence self-directed learning abilities. Additionally, the influence of metacognitive subcomponents varied depending on the specific subcomponents of self-directed learning abilities. These findings suggest the necessity of developing support strategies that take into account learners' characteristics and needs. This study is expected to contribute to enhancing learners' metacognitive skills and self-directed learning abilities while fostering an autonomous learning environment. Furthermore, it can serve as a valuable resource for establishing sustainable educational development strategies.