Explaining the model of self-directed learning based on help seeking with regard to the mediating role of critical thinking in students

Background: The mediating role of critical thinking in interacting with help-seeking can deepen our understanding of how to increase students' independence and adequacy in the learning process. However, few investigations have been conducted into these complex dimensions and interactions, a research gap that reinforces the necessity and value of future studies to improve current educational systems. Aims: The current research was conducted with the objective of explaining the self-directed learning model based on help-seeking, considering the mediating role of critical thinking among students of the second elementary stage in Kerman province. Methods: The current research is descriptive, correlational, and employs structural equation modeling. The statistical population included all students of the second elementary stage in Kerman province during the academic year 2022-2023, totaling 170,066 students. Out of this population, 310 individuals were selected as samples through a multi-stage random cluster sampling method, from 4 counties (Ravar, Baft, Bam, and Rafsanjan). Results: The results indicated that there is a significant relationship between critical thinking and self-directed learning (P< 0.01). Additionally, the results showed that the direct paths in this research were significant, and the indirect pathways of self-directed learning based on help-seeking through the mediating role of students’ critical thinking were also significant. Based on the findings, the final model had a satisfactory fit (P< 0.01). Conclusion: The findings of this research can concretely impact the design and implementation of curricular programs and educational interventions, particularly in promoting intellectual independence and effective learning in students. With a better understanding of the role of critical thinking as a mediating factor in the self-directed learning process, teachers and curriculum designers can employ related approaches and techniques in the classroom to guide students towards effective help-seeking and the use of critical thinking for evaluating and solving problems.