Enhancing sustainable lifelong learning in higher education for uncertain transitions: a mixed method investigation into Vietnamese undergraduates’ strategies

Figures & data

Table 1. Self-regulated learning capabilities and their component strategies (Pintrich, 1999; Pintrich et al., 1991; Zimmerman & Pons, 1986.).

Capabilities	Component Strategies
Cognitive Engagement	Elaboration
	Organization
	Rehearsal
	Critical thinking
Metacognitive Knowledge	Planning
	Monitoring
	Regulating
Resource Management	Time and environment control
	Peer learning
	Help-seeking
	Effort regulation
Motivational Beliefs	Self-efficacy
	Task-value beliefs
	Goal orientation beliefs

Table 2. Participants’ information in the interviews.

Participant (Pseudonyms)	Gender	Year and major	Work experience
Grace	Female	Senior – Linguistics	Part-time, freelance
Liam	Male	Sophomore – Computer Science	Non-experienced
Kim	Female	Sophomore – Teacher Education	Part-time
Sarah	Female	Senior – Business Administration	Freelance
Paul	Male	Sophomore – Psychology	Part-time

Table 3. Internal consistency indicators.

Constructs	Items	Outer loadings	CR	AVE	Outer VIF
Cognitive Engagement	CE5	0.852	0.809	0.680	1.150
	CE7	0.796			1.150
Metacognitive Knowledge	MK1	0.704	0.771	0.531	1.079
	MK5	0.653			1.297
	MK6	0.820			1.325
Resource Management	RM4	0.634	0.737	0.416	1.083
	RM6	0.537			1.071
	RM8	0.750			1.764
	RM9	0.641			1.706
Motivational Beliefs	MB1	0.590	0.819	0.431	1.480
	MB2	0.655			1.544
	MB3	0.636			1.572
	MB4	0.695			1.664
	MB5	0.744			1.442
	MB7	0.609			1.184
Lifelong Learning	LL10	0.624	0,777	0,467	1.114
	LL4	0.713			1.260
	LL7	0.710			1.468
	LL8	0.681			1.354

Table 4. HTMT values of the constructs.

	CE	LL	MK	MB	RM
CE
LL	0.733
MK	0.860	0.810
MB	0.800	0.752	0.597
RM	0.554	0.767	0.409	0.611

Note: CE (Cognitive Engagement), MK (Metacognitive Knowledge), RM (Resource Management), MB (Motivational Beliefs), and LL (Lifelong Learning Competencies).

Figure 1. Participants’ percentages by gender and study majors.

Figure 2. Path analysis of the model.

Table 5. Hypotheses testing results.

Hypotheses	Path Coefficients	Std Deviation	t-values	p
H1: Cognitive Engagement -> Lifelong Learning Competence (not supported)	0.055	0.087	0.623	0.533
H2: Metacognitive Knowledge -> Lifelong Learning Competence (supported)	0.326	0.080	4.097	<.001
H3: Resource Management -> Lifelong Learning Competence (supported)	0.260	0.064	4.092	<.001
H4: Motivational Beliefs -> Lifelong Learning Competence (supported)	0.278	0.072	3.873	<.001

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