A Study on Korean Students’ Self-Directed Learning Efficacy and School Belonging in PISA 2022

This study examined the relationships between school belonging and students’ self-efficacy for self-directed learning (SDL) among 15-year-old Korean students, and whether these relationships were moderated by students’ prior learning performance during the COVID-19 school closures. Data were drawn from the student questionnaire of the 2022 Programme for International Student Assessment (PISA), comprising a valid sample of 4,127 Korean students. Multiple regression analyses were conducted to explore the relationships. The findings indicated that school belonging was positively associated with self-efficacy for SDL, with this association being stronger among students with higher prior learning performance. These results highlight the critical role of a supportive, safe school environment in fostering students’ confidence in SDL. Furthermore, the moderating role of academic performance suggests that interventions targeting school belonging may be particularly effective for academically at-risk students. This study contributes to the existing literature by integrating socio-emotional and academic factors as predictors of self-efficacy for SDL in the context of potential future educational disruptions.