Effects of the teacher characteristics on self-directed learning mediated by students’ class attitude and class satisfaction in mathematics

Self-directed learning in mathematics education is crucial because it enables students to think creatively and critically while continuously improving.The purpose of this study was to examine the mediating effects of class attitude and class satisfaction in mathematics on the relationship between mathematics teacher characteristics and self-directed learning.Furthermore, the study aimed to determine whether these structural relationships differ between male and female student groups.To achieve this, the theoretical model was tested using the 9th-year data (high school 3rd grade) of the Seoul Education Longitudinal Study (SELS) 2010, comprising 2,325 students (1,187 males and 1,138 females).The results revealed that the mediating effects of mathematics class attitude and class satisfaction on the relationship between teacher characteristics in mathematics and high school students' self-directed learning were significant.At this time, the direct effect of mathematics teacher characteristics on selfdirected learning was not significant, indicating that mathematics class attitude and class satisfaction had full mediating effects.Multi-group analysis results showed no significant differences in path coefficients between male and female student groups.Based on the research findings, implications for teacher education were presented to improve high school students' self-directed learning abilities in mathematics education, focusing on the mediating effects of affective factors in the classroom.