Factors Affecting Students' Self-Learning Ability and the Effectiveness of Self-Learning Activities

Both theory and practice show that self-learning plays a very important role in human cognitive activities. For university training, self-learning activities of students are considered as indispensable and regular work; furthermore, it is a mandatory requirement and is expressed by a certain proportion of the duration of the course's time structure when applying credit training. This study aims to examine the influence of subjective and objective factors on the effectiveness of students' self-learning activities through the intermediate variable which is self-learning ability. With data collected from 305 regular university students of Vietnam Banking Academy, the study used Structural Equation Model to test the hypotheses of the research model. Research results have shown that there are 6 factors affecting students self-learning efficiency through the variable of self-learning ability. Based on the results, the study provides some policy implications for universities to improve the effectiveness of students' self-learning activities.