Motivating academic engagement and lifelong learning among vocational and adult education students via self-direction in learning

Fostering students' academic engagement in the present-day knowledge-seeking environment and dwindling economy has become very imperative. Supported by the premise of constructivism learning theory, this study investigates the relative influence of self-directed learning intervention on study engagement and lifelong learning tendency. The non-equivalent control group quasiexperimental design was employed, with pretest and posttest surveys that involved an intervention group (n = 127) and a control group (n = 116) who were postgraduate students of Vocational and Adult Education. The results revealed a significantly higher study engagement (vigor, dedication, and absorption) in the intervention group than the control group. Similarly, a comparison between the intervention and control group showed a significantly higher tendency for lifelong learning (motivation, perseverance, self-regulation, and curiosity) in the intervention group than the control group. Thus, the implication of the findings is that an educational intervention that is geared towards enhancing self-direction in learning promotes academic well-being among students.