The Effects of Self-Directed Learning Readiness and Learning Motivation on College Life Adaptation Among University Students

This study aimed to examine the relationships among self-directed learning readiness, learning motivation, and college life adaptation in university students, and to identify the factors that influence college life adaptation. A total of 210 university students enrolled in domestic universities participated in this descriptive correlational study. The research instruments included general characteristics, a self-directed learning readiness scale, a learning motivation scale, and a college life adaptation scale. The data were analyzed using IBM SPSS Statistics version 25.0, with statistical methods including t-tests, analysis of variance (ANOVA), Pearson correlation analysis, and multiple linear regression. The mean score for self-directed learning readiness was 199.82±19.41, for learning motivation 93.39±13.22, and for college life adaptation 106.37±15.61. Positive correlations were found among self-directed learning readiness, learning motivation, and college life adaptation. The regression model was statistically significant (F=24.565, p<.001), with an adjusted R² of 39.7%, indicating a moderate explanatory power for predicting college life adaptation. Among the independent variables, learning motivation had the greatest influence on college life adaptation, followed by self-directed learning readiness and the presence of a mentor. Based on these findings, it is necessary to implement educational interventions that enhance students' learning motivation and self-directed learning readiness in order to promote successful adaptation to college life. In particular, tailored counseling and mentoring programs should be provided to support students facing academic difficulties in the early stages of their university experience.